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Reality and fantasy fiction have often been seen as opposites. Fantasy fiction is many times seen as childish, with escapism as its sole purpose. However, is this actually the case? The aim of this paper is to make the connection between fantasy fiction and reality clearer since we believe that fantasy fiction could reflect the problems in our everyday life and in a way help us see the issues in our world through a new perspective. The connections will be made possible through research from previous scholars, critical perspectives of psychoanalysis and the guidelines of the Swedish National Agency of Education. Due to the new 2021 syllabus for English in upper secondary school, the topic of this paper is highly relevant as the syllabi calls for students to discuss both ethical and existential questions, as well as reading fiction. Since there is a belief that fantasy fiction can be read and understood as a genre reflecting our reality and our everyday problems, fantasy fiction could assist in discussions about for instance race, discrimination, and sexuality. Since the topic of this paper is highly relevant in connection to the new syllabi, we will therefore write this following literature review and demonstrate how fantasy fiction reflects our reality and how it can be used in the English classroom.

Reality and fantasy fiction have often been seen as opposites. Fantasy fiction is many times seen as childish, with escapism as its sole purpose. However, is this actually the case? The aim of this paper is to make the connection between fantasy fiction and reality clearer since we believe that fantasy fiction could reflect the problems in our everyday life and in a way help us see the issues in our world through a new perspective. The connections will be made possible through research from previous scholars, critical perspectives of psychoanalysis and the guidelines of the Swedish National Agency of Education. Due to the new 2021 syllabus for English in upper secondary school, the topic of this paper is highly relevant as the syllabi calls for students to discuss both ethical and existential questions, as well as reading fiction. Since there is a belief that fantasy fiction can be read and understood as a genre reflecting our reality and our everyday problems, fantasy fiction could assist in discussions about for instance race, discrimination, and sexuality. Since the topic of this paper is highly relevant in connection to the new syllabi, we will therefore write this following literature review and demonstrate how fantasy fiction reflects our reality and how it can be used in the English classroom.

Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

The following paper introduces a language policy proposal for the public school teachers about training courses. The main aim of this program is to improve linguistic skills public secondary schools’ teachers. Training programs that prepare teachers towork as EFL and ESL teachers in educational system often focus more classroom activities, classroom-based strategies without sufficient attention to the external policies. In addition, this program aims to improve the educational system.

The following paper introduces a language policy proposal for the public school teachers about training courses. The main aim of this program is to improve linguistic skills public secondary schools’ teachers. Training programs that prepare teachers towork as EFL and ESL teachers in educational system often focus more classroom activities, classroom-based strategies without sufficient attention to the external policies. In addition, this program aims to improve the educational system.

The following paper introduces a language policy proposal for the public school teachers about training courses. The main aim of this program is to improve linguistic skills public secondary schools’ teachers. Training programs that prepare teachers towork as EFL and ESL teachers in educational system often focus more classroom activities, classroom-based strategies without sufficient attention to the external policies. In addition, this program aims to improve the educational system.

The following paper introduces a language policy proposal for the public school teachers about training courses. The main aim of this program is to improve linguistic skills public secondary schools’ teachers. Training programs that prepare teachers towork as EFL and ESL teachers in educational system often focus more classroom activities, classroom-based strategies without sufficient attention to the external policies. In addition, this program aims to improve the educational system.

The following paper introduces a language policy proposal for the public school teachers about training courses. The main aim of this program is to improve linguistic skills public secondary schools’ teachers. Training programs that prepare teachers towork as EFL and ESL teachers in educational system often focus more classroom activities, classroom-based strategies without sufficient attention to the external policies. In addition, this program aims to improve the educational system.

The research was focused on the use of a communicative method of teaching. Through the use of such an advanced approach, students are unable to be considered proficient speakers of the English language. Various factors were highlighted in this research that causes a hindrance in the success of communicative method teaching. It was also identified how this approach can have positive effects on the students that would help them become proficient speakers of the English language (Nazir, Abbas, & Naz, 2020). A 5-point Likert scale was used in the questionnaires that were filled by 100 students of only one private sector in Lahore. The results deducted the positive effects of this approach along with the reasons for its inability to produce proficient speakers and how it can be sorted out.

The following paper introduces a language policy proposal for the public school teachers about training courses. The main aim of this program is to improve linguistic skills public secondary schools’ teachers. Training programs that prepare teachers towork as EFL and ESL teachers in educational system often focus more classroom activities, classroom-based strategies without sufficient attention to the external policies. In addition, this program aims to improve the educational system.

Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

The research was focused on the use of a communicative method of teaching. Through the use of such an advanced approach, students are unable to be considered proficient speakers of the English language. Various factors were highlighted in this research that causes a hindrance in the success of communicative method teaching. It was also identified how this approach can have positive effects on the students that would help them become proficient speakers of the English language (Nazir, Abbas, & Naz, 2020). A 5-point Likert scale was used in the questionnaires that were filled by 100 students of only one private sector in Lahore. The results deducted the positive effects of this approach along with the reasons for its inability to produce proficient speakers and how it can be sorted out.

Insufficient attention is being paid to the potential of applying folk pedagogics and ethnopedagogics in improving society,which is a serious omission that reduces the effectiveness of the formation of a healthy lifestyle for younger students and does notcontribute to the continuity of generations in this matter, including preservation of national values and culture. The purpose of the studyis to investigate these issues, analyse the works of Kazakh and foreign scientists and formulate proposals for improving the educationalprocess aimed at creating a healthy lifestyle for children in classroom and extracurricular activities. This article investigates the formationof a healthy lifestyle in primary school age. The author of the paper argues that this process should be based on the principles of folkpedagogy and ethno-pedagogy, since it is precisely under the current conditions of globalization and unification of cultures that they canensure the continuity of generations in the Republic of Kazakhstan in preserving and enhancing national traditions and values of trainingand education. The author suggests creating a healthy lifestyle for children in classroom and extracurricular activities, attracting prominentKazakh scientists, writers, poets, local historians, artists to the process, including setting up sightseeing walking tours around Kazakhstan,which will provide younger students with physical activity, necessary knowledge and will facilitate the development of healthy habitsassociated with maintaining a healthy lifestyle. The paper also draws attention to the fact that a personal example of teachers and parentsis the best motivation for younger students in the formation of their healthy lifestyle, No se presta suficiente atención a las posibilidades de utilizar la pedagogía popular y la etnopedagogía para mejorar la sociedad, lo que constituye una omisión grave que reduce la efectividad de la formación de un estilo de vida saludable entre los niños de la escuela primaria y no contribuye a la continuidad de generaciones en esta materia, incluso la preservación de los valores y la cultura nacionales. El propósito de la investigación - es estudiar estos temas, analizar los trabajos de científicos kazajos y extranjeros y formular propuestas para mejorar el proceso educativo dirigido a la formación de un estilo de vida saludable para los niños en la escuela y las actividades extraescolares. Este artículo analiza las características de la formación de un estilo de vida saludable en la escuela primaria. El autor del artículo sustenta la tesis de que este proceso debe basarse en los principios de la pedagogía popular y la etnopedagogía, ya que en las condiciones modernas de globalización y unificación de culturas son capaces de asegurar la continuidad de generaciones en la República de Kazajstán en la preservación y mejora de las tradiciones nacionales y valores de formación y educación. El autor propone formar un estilo de vida saludable para los niños en las lecciones educativas y actividades extracurriculares, involucrando a destacados científicos, escritores, poetas, historiadores locales, artistas kazajos en el proceso, así como organizar excursiones a pie a los lugares de interés de Kazajstán, que proporcionarán a los niños de la escuela primaria la actividad física, los conocimientos necesarios y permitirán desarrollar buenos hábitos asociados con un estilo de vida saludable. El artículo también llama la atención sobre el hecho de que el ejemplo personal de los maestros y los padres es la mejor motivación para que los niños de la escuela primaria formen su estilo de vida saludable

The research was focused on the use of a communicative method of teaching. Through the use of such an advanced approach, students are unable to be considered proficient speakers of the English language. Various factors were highlighted in this research that causes a hindrance in the success of communicative method teaching. It was also identified how this approach can have positive effects on the students that would help them become proficient speakers of the English language (Nazir, Abbas, & Naz, 2020). A 5-point Likert scale was used in the questionnaires that were filled by 100 students of only one private sector in Lahore. The results deducted the positive effects of this approach along with the reasons for its inability to produce proficient speakers and how it can be sorted out.

本研究の目的は，小学校2年生を対象に，話合い活動での児童の発話に着目して，学級集団への参画に関する解釈的分析を行うことであった。6回分の話合い活動について，まず，発話機能を分析した結果，第1回から学級の「みんな」の存在を意識した集団的発話が生起し，第6回では特定の他者のためを考えた利他的発話も多く生起するようになった。次に，発話内容を分析した結果，関連型の発話には，課題を解決するために重要な意見であることを訴える児童の姿が，反証型・共有型の発話には，課題を見出し解決するための案を考えたり，その解決案に納得したりする児童の姿がみてとれた。話合い活動での発話を解釈的に分析することで，学級集団に参画しようとする具体的な児童の姿の明示につながり，教室での発話分析研究（Mercer，2010）進展の一助となったことが推察された。, The current study was conducted on second-graders in elementary school with the goal of performing an interpretive analysis of students’ participation in the class group, focusing on their speeches in the discussion activity. As a result of an analysis of the speech function during six discussion activity sessions, it was proved at first that a collective way of speech was generated from the first session, while being aware of the existence of “others” in the class, and that altruistic speech allowing for specific others’ perspectives began to be generated frequently in the sixth session. As a result of subsequent analysis of the content of the speeches, it was found that students insisted that their opinions were important to resolve problems in relevant speech, whereas they figured out measures for resolving problems, and agreed with such solutions in counter-evidence/sharing type speech. It was inferred that interpretive analysis of speeches during the discussion activity may lead to the clarification of specific students’ behaviors while trying to participate in classroom activities, resulting in a contribution to progress in the analytic study of speech in the classroom (Mercer, 2010)., この研究は，日本学術振興会科学研究費助成事業基盤研究（C）課題番号18K02758 : 多様性に富む共生社会構築に向けた小学校用「多様性把握シート」の作成と活用（代表 若松昭彦）によって行われた。

This paper aims to investigate to what extent creative writing promotes motivation for EFL learners to write. A report published by the National Assessment Project (NAFS) commissioned by The Swedish National Agency for Education evaluated the national tests in English for Swedish students during 2018/2019, documenting that the Swedish students obtained the lowest English scores on writing. This result corresponds with the national test scores in English from earlier years. According to The Swedish National Agency for Education (Skolverket, 2019) motivation is a necessary component for L2 learning, and teachers are expected to play a fundamental role in creating student motivation. However, research within the area of motivation indicates that the understanding of motivation in L2 learning is limited. Likewise, the research indicates a need for the understanding of motivation to be both revised and subject to further research, both to understand the nature of motivation and to define tools on how to push motivation in L2 writing. One such tool could be creative writing (CW). Thus, to understand to what extent CW can motivate EFL learners to write, we explore recent studies that examine how different implementations of CW activities and CW courses can motivate students to write within a school context. In the study, we argue that CW motivates EFL learners to produce text. CW seems to facilitate relevance for the student and empower writing activities that consider the student’s self-interest as well as bring new life to the student’s understanding of writing. The insights of this study hold pedagogical values for L2 writing in the EFL classroom.

This paper aims to investigate to what extent creative writing promotes motivation for EFL learners to write. A report published by the National Assessment Project (NAFS) commissioned by The Swedish National Agency for Education evaluated the national tests in English for Swedish students during 2018/2019, documenting that the Swedish students obtained the lowest English scores on writing. This result corresponds with the national test scores in English from earlier years. According to The Swedish National Agency for Education (Skolverket, 2019) motivation is a necessary component for L2 learning, and teachers are expected to play a fundamental role in creating student motivation. However, research within the area of motivation indicates that the understanding of motivation in L2 learning is limited. Likewise, the research indicates a need for the understanding of motivation to be both revised and subject to further research, both to understand the nature of motivation and to define tools on how to push motivation in L2 writing. One such tool could be creative writing (CW). Thus, to understand to what extent CW can motivate EFL learners to write, we explore recent studies that examine how different implementations of CW activities and CW courses can motivate students to write within a school context. In the study, we argue that CW motivates EFL learners to produce text. CW seems to facilitate relevance for the student and empower writing activities that consider the student’s self-interest as well as bring new life to the student’s understanding of writing. The insights of this study hold pedagogical values for L2 writing in the EFL classroom.

This paper explains how to play and debrief the Exchange Game. Suitable for play in first year anthropology courses and in lectures on economic anthropology, the game reinforces core concepts including reciprocity, cooperation, and altruism.

Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students’ learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students’ feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced.

This paper explains how to play and debrief the Exchange Game. Suitable for play in first year anthropology courses and in lectures on economic anthropology, the game reinforces core concepts including reciprocity, cooperation, and altruism.

Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students’ learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students’ feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced.

Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students’ learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students’ feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced.

Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students’ learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students’ feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students’ performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students’ performance in summative assessments showed that there is a noticeable improve in student’s scores in the current semester in contrast with previous semester where traditional teaching was practiced., Peer Reviewed

Songs are part of the teaching-learning processes of the language. However, music can contribute much more, in line with the proposals of the European Music Portfolio project: A Creative Way into Languages (EMP-L). In this article, placing ourselves in the shared space between music and language, we present three illustrative activities of linguistic work that can be developed from music. Finally, we defend the importance of looking for teaching-learning formulas that integrate different types of languages, in a holistic, vivid, andmotivating concept of the curriculum., Les cançons formen part dels processos d'ensenyament-aprenentatge de la llengua. Amb tot, la música pot aportar molt més, en la línia de les propostes del projecte European Music Portfolio: A Creative Way into Languages (EMP-L). En aquest article, situant-nos en l'espai compartit entre música i llengua, presentem tres activitats il·lustratives del treball lingüístic que es pot desenvolupar a partir de la música. Finalment, defensem la importància de buscar fórmules d'ensenyament-aprenentatge que integrin els diversos tipus de llenguatges, dins d'una concepció holística, vivencial i motivadora del currículum., Las canciones forman parte de los procesos de enseñanza-aprendizaje de la lengua. Con todo, la música puede aportar mucho más, en la línea de las propuestas del proyecto European Music Portfolio: A Creative Way into Languages (EMP-L). En este artículo, situándonos en el espacio compartido entre música y lengua, presentamos tres actividades ilustrativas del trabajo lingüístico que se puede desarrollar a partir de la música. Finalmente, defendemos la importancia de buscar fórmulas de enseñanza-aprendizaje que integren los diversos tipos de lenguajes, dentro de una concepción holística, vivencial y motivadora del currículo.

This article presents a pedagogical proposal for 5th and 6th grade levels aimed at redesigning classroom activities related to the implications of climate change in the configuration of Chilean climates. For this, the new Chilean climatological cartography is used following the Köppen-Geiger methodology. It also postulates the need to adopt these suggestions not only in the teaching of History, Geography and Social Sciences, but also in those activities related to the Citizenship Forming Plan. This proposal is based on the idea that the study of climate change in the classroom should be considered as an opportunity for teachers to contextualize the school curriculum in interaction with the natural environment and include other forms of learning with new technologies and cartographies., Neste artigo apresenta-se uma proposta pedagógica para os níveis de 5° e 6° ano do ensino fundamental com o objetivo de redesenhar as atividades na sala de aula sobre as implicações da mudança climática na configuração dos climas do Chile. Para aquilo, utiliza-se a metodologia de Köppen–Geiger. Propõe-se, também, a necessidade de adotar estas sugestões não só no ensino da disciplina de História, Geografia e Ciências Sociais, mas também naquelas atividades relacionadas com o Plano de Formação Cidadã. Esta proposta fundamenta-se na ideia de que a aproximação ao estudo da mudança climática na sala de aula deve ser considerada uma oportunidade para que os professores contextualizem o currículo escolar na interação com o entorno natural e incluam outras formas de aprendizagem incorporando novas tecnologias e cartografias., En este artículo se presenta una propuesta pedagógica para los niveles de 5° y 6° básico, con el objetivo de rediseñar las actividades en la sala de clases sobre las implicancias del cambio climático en la configuración de los climas de Chile. Para ello se utiliza la nueva cartografía climatológica de Chile, siguiendo la metodología de Köppen–Geiger. Se postula, además, la necesidad de adoptar estas sugerencias no solo en la enseñanza de la asignatura de Historia, Geografía y Ciencias Sociales, sino también en aquellas actividades relacionadas con el Plan de Formación Ciudadana. Esta propuesta se fundamenta en la idea de que la aproximación en el aula al estudio del cambio climático debe ser considerada una oportunidad para que los docentes contextualicen el currículo escolar en la interacción con el entorno natural e incluyan otras formas de aprendizaje incorporando nuevas tecnologías y cartografías.

El presente trabajo señala las potencialidades del uso de narraciones literarias en la enseñanza de temáticas epistemológicas y metodológicas en cursos introductorios de Metodología de Investigación Social. Esta cuestión se abordará mediante la enumeración de algunas obras literarias que abarcan temas de relevancia para la reflexión metodológica o epistemológica y la ejemplificación de diferentes dinámicas de enseñanza mediante las cuales puede trabajarse el vínculo entre estas obras y conceptos de interés en el marco de cursos iniciales de formación de grado en Metodología de Investigación Social. Por último, se presentan resultados de una encuesta destinada a evaluar la herramienta por parte de la población estudiantil., The document points out the benefits of using literary works in the teaching of epistemological and methodological topics in introductory courses on Social Research Methodology. In the article, some literary works that deal with topics of relevance for methodological or epistemological reflections are listed and described. Different teaching dynamics are presented and exemplified to show how to link literary works to epistemological or methodological concepts. In addition, the results of a survey designed to evaluate the tool by the student population are presented.

This article presents a pedagogical proposal for 5th and 6th grade levels aimed at redesigning classroom activities related to the implications of climate change in the configuration of Chilean climates. For this, the new Chilean climatological cartography is used following the Köppen-Geiger methodology. It also postulates the need to adopt these suggestions not only in the teaching of History, Geography and Social Sciences, but also in those activities related to the Citizenship Forming Plan. This proposal is based on the idea that the study of climate change in the classroom should be considered as an opportunity for teachers to contextualize the school curriculum in interaction with the natural environment and include other forms of learning with new technologies and cartographies., Neste artigo apresenta-se uma proposta pedagógica para os níveis de 5° e 6° ano do ensino fundamental com o objetivo de redesenhar as atividades na sala de aula sobre as implicações da mudança climática na configuração dos climas do Chile. Para aquilo, utiliza-se a metodologia de Köppen–Geiger. Propõe-se, também, a necessidade de adotar estas sugestões não só no ensino da disciplina de História, Geografia e Ciências Sociais, mas também naquelas atividades relacionadas com o Plano de Formação Cidadã. Esta proposta fundamenta-se na ideia de que a aproximação ao estudo da mudança climática na sala de aula deve ser considerada uma oportunidade para que os professores contextualizem o currículo escolar na interação com o entorno natural e incluam outras formas de aprendizagem incorporando novas tecnologias e cartografias., En este artículo se presenta una propuesta pedagógica para los niveles de 5° y 6° básico, con el objetivo de rediseñar las actividades en la sala de clases sobre las implicancias del cambio climático en la configuración de los climas de Chile. Para ello se utiliza la nueva cartografía climatológica de Chile, siguiendo la metodología de Köppen–Geiger. Se postula, además, la necesidad de adoptar estas sugerencias no solo en la enseñanza de la asignatura de Historia, Geografía y Ciencias Sociales, sino también en aquellas actividades relacionadas con el Plan de Formación Ciudadana. Esta propuesta se fundamenta en la idea de que la aproximación en el aula al estudio del cambio climático debe ser considerada una oportunidad para que los docentes contextualicen el currículo escolar en la interacción con el entorno natural e incluyan otras formas de aprendizaje incorporando nuevas tecnologías y cartografías.

El presente trabajo señala las potencialidades del uso de narraciones literarias en la enseñanza de temáticas epistemológicas y metodológicas en cursos introductorios de Metodología de Investigación Social. Esta cuestión se abordará mediante la enumeración de algunas obras literarias que abarcan temas de relevancia para la reflexión metodológica o epistemológica y la ejemplificación de diferentes dinámicas de enseñanza mediante las cuales puede trabajarse el vínculo entre estas obras y conceptos de interés en el marco de cursos iniciales de formación de grado en Metodología de Investigación Social. Por último, se presentan resultados de una encuesta destinada a evaluar la herramienta por parte de la población estudiantil., The document points out the benefits of using literary works in the teaching of epistemological and methodological topics in introductory courses on Social Research Methodology. In the article, some literary works that deal with topics of relevance for methodological or epistemological reflections are listed and described. Different teaching dynamics are presented and exemplified to show how to link literary works to epistemological or methodological concepts. In addition, the results of a survey designed to evaluate the tool by the student population are presented.

El presente trabajo señala las potencialidades del uso de narraciones literarias en la enseñanza de temáticas epistemológicas y metodológicas en cursos introductorios de Metodología de Investigación Social. Esta cuestión se abordará mediante la enumeración de algunas obras literarias que abarcan temas de relevancia para la reflexión metodológica o epistemológica y la ejemplificación de diferentes dinámicas de enseñanza mediante las cuales puede trabajarse el vínculo entre estas obras y conceptos de interés en el marco de cursos iniciales de formación de grado en Metodología de Investigación Social. Por último, se presentan resultados de una encuesta destinada a evaluar la herramienta por parte de la población estudiantil., The document points out the benefits of using literary works in the teaching of epistemological and methodological topics in introductory courses on Social Research Methodology. In the article, some literary works that deal with topics of relevance for methodological or epistemological reflections are listed and described. Different teaching dynamics are presented and exemplified to show how to link literary works to epistemological or methodological concepts. In addition, the results of a survey designed to evaluate the tool by the student population are presented.

This article presents a pedagogical proposal for 5th and 6th grade levels aimed at redesigning classroom activities related to the implications of climate change in the configuration of Chilean climates. For this, the new Chilean climatological cartography is used following the Köppen-Geiger methodology. It also postulates the need to adopt these suggestions not only in the teaching of History, Geography and Social Sciences, but also in those activities related to the Citizenship Forming Plan. This proposal is based on the idea that the study of climate change in the classroom should be considered as an opportunity for teachers to contextualize the school curriculum in interaction with the natural environment and include other forms of learning with new technologies and cartographies., Neste artigo apresenta-se uma proposta pedagógica para os níveis de 5° e 6° ano do ensino fundamental com o objetivo de redesenhar as atividades na sala de aula sobre as implicações da mudança climática na configuração dos climas do Chile. Para aquilo, utiliza-se a metodologia de Köppen–Geiger. Propõe-se, também, a necessidade de adotar estas sugestões não só no ensino da disciplina de História, Geografia e Ciências Sociais, mas também naquelas atividades relacionadas com o Plano de Formação Cidadã. Esta proposta fundamenta-se na ideia de que a aproximação ao estudo da mudança climática na sala de aula deve ser considerada uma oportunidade para que os professores contextualizem o currículo escolar na interação com o entorno natural e incluam outras formas de aprendizagem incorporando novas tecnologias e cartografias., En este artículo se presenta una propuesta pedagógica para los niveles de 5° y 6° básico, con el objetivo de rediseñar las actividades en la sala de clases sobre las implicancias del cambio climático en la configuración de los climas de Chile. Para ello se utiliza la nueva cartografía climatológica de Chile, siguiendo la metodología de Köppen–Geiger. Se postula, además, la necesidad de adoptar estas sugerencias no solo en la enseñanza de la asignatura de Historia, Geografía y Ciencias Sociales, sino también en aquellas actividades relacionadas con el Plan de Formación Ciudadana. Esta propuesta se fundamenta en la idea de que la aproximación en el aula al estudio del cambio climático debe ser considerada una oportunidad para que los docentes contextualicen el currículo escolar en la interacción con el entorno natural e incluyan otras formas de aprendizaje incorporando nuevas tecnologías y cartografías.

愛知教育大学大学院教育学研究科, publisher

愛知教育大学大学院教育学研究科, publisher

愛知教育大学大学院教育学研究科, publisher

Students’ declining motivation to learn English in school presents a major challenge for teachers (Ushioda, 2013) and motivation researchers need to help them “find ways of eliciting, enhancing, and sustaining students’ motivation” (Guilloteaux, 2013: 3). While recent publications (e.g. Dörnyei & Kubanyiova, 2014; Gregersen & Macintyre, 2014) offer theoretically-based, practically-oriented guidance on generating motivation, focus tends to be on the development of language-speaker/user self-concepts over longer timescales. In the research literature on materials design, itself an under-explored area (Gilmore, 2012), focus has been directed to the effectiveness of tasks as classroom input, rather than their motivational qualities. Faced with a daily need to deliver motivating activities, teachers are poorly supported by principled advice. With the aim of contributing to the development of effective practice, and recognizing that “the accumulated wisdom of best practices in the teaching profession considerably exceeds the significance of the findings of empirical investigations” (Dörnyei, 2009: 267), the purpose of the research presented here is to examine the language learning activities teachers themselves consider motivational. An electronic questionnaire was distributed to 325 teachers of English from a randomly-drawn sample of 65 secondary schools in Sweden. An open-ended question invited teachers to describe an activity carried out in the current/previous term which they experienced as generating student motivation. Quantitative and qualitative content analysis techniques were employed in the analysis of these descriptions. Drawing on activity-relevant motivational factors outlined by Dörnyei and Csizér (1998), Ushioda’s (2011) principles for motivating learners ‘to speak as themselves’, and Henry’s (2013) identification of the motivational potential of activities with ‘affinity space’ features (Gee, 2007), analyses were guided by five overarching motivat

¿Qué significa para los niños ser usuarios de diferentes lenguas? Una serie de actividades reflexivas y creativas se han desarrollado en un estudio doctoral reciente sobre las identidades lingüísticas de los niños, para ayudarles a explorar y articular sus identidades como hablantes de distintas lenguas. Los análisis de auto-representaciones explícitas de los niños en estas actividades establecieron que los individuos construyen, representan y negocian las identidades lingüísticas que pueden ser múltiples, cambiantes y a veces estar en tensión o contradicción. Por otra parte, las actividades utilizadas para la recolección de datos proporcionan un espacio en el que los niños exploran el uso de las lenguas dentro de sus diferentes comunidades y así aprenden a negociar sus múltiples y cambiantes identidades lingüísticas con mayor comprensión y confianza., What does it mean to children to be users of different languages? A series of reflective and creative activities were developed in a recent doctoral study of children’s language identities, to support children to explore and articulate their identities as users of different languages. Analysis of the children’s explicit self-representations in these activities established that individuals construct, represent and negotiate language identities which may be multiple, shifting and sometimes in tension or contradiction. Furthermore, the activities used for data collection provide a navigational space in which children explore their use of languages within their different communities and so learn to negotiate their multiple and shifting language identities with greater understanding and confidence.

Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users. This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort. The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also rev

On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of 'massification of education.' Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technologi, QC 20150615

On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if the- e is no technolog

Muchos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) han propuesto estrategias para tratar la variación dialectal en la clase de español; sin embargo la enseñanza de español en Estados Unidos se ha basado en una variedad “estandar” establecida artificialmente, creando una brecha entre lo que se enseña y las variaciones existentes de la lengua. Además, algunos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Martínez, 2003) promueven exponer a los alumnos a variaciones en clases de lengua para principiantes; no obstante, otros creen que esto podría confundir a los alumnos (Salien, 1998). Dada la falta de acuerdo respecto a cómo y cuándo afrontar este asunto, se realizó una encuesta para obtener información sobre las creencias y las prácticas de los instructores de cursos iniciales en universidades estadounidenses. Los resultados indican que la mayoría de los instructores intentan difundir la existencia de dialectos o presentan las diferencias dialectales, aunque la mayoría de ellos lo hace solo ocasionalmente, y otros evitan el tema totalmente., Several researchers (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) have proposed strategies for addressing dialectal variation in the Spanish classroom, yet the teaching of Spanish in the U.S. has been based on an artificially established standard variety, creating a gap between what is taught and existing variations of the language. Moreover, some scholars (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Martínez, 2003) promote exposing students to variation in introductory courses, whereas others believe this may confuse beginners (Salien, 1998). Given the lack of consensus regarding how and when to address this issue, a survey was conducted to elicit the beliefs and practises of introductory Spanish instructors at U.S. universities. Results reveal that most instructors raise dialectal awareness and/ or present dialectal differences, although most do this only occasionally, and others avoid the topic altogether.

Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users. This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort. The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also rev

¿Qué significa para los niños ser usuarios de diferentes lenguas? Una serie de actividades reflexivas y creativas se han desarrollado en un estudio doctoral reciente sobre las identidades lingüísticas de los niños, para ayudarles a explorar y articular sus identidades como hablantes de distintas lenguas. Los análisis de auto-representaciones explícitas de los niños en estas actividades establecieron que los individuos construyen, representan y negocian las identidades lingüísticas que pueden ser múltiples, cambiantes y a veces estar en tensión o contradicción. Por otra parte, las actividades utilizadas para la recolección de datos proporcionan un espacio en el que los niños exploran el uso de las lenguas dentro de sus diferentes comunidades y así aprenden a negociar sus múltiples y cambiantes identidades lingüísticas con mayor comprensión y confianza., What does it mean to children to be users of different languages? A series of reflective and creative activities were developed in a recent doctoral study of children’s language identities, to support children to explore and articulate their identities as users of different languages. Analysis of the children’s explicit self-representations in these activities established that individuals construct, represent and negotiate language identities which may be multiple, shifting and sometimes in tension or contradiction. Furthermore, the activities used for data collection provide a navigational space in which children explore their use of languages within their different communities and so learn to negotiate their multiple and shifting language identities with greater understanding and confidence.

¿Qué significa para los niños ser usuarios de diferentes lenguas? Una serie de actividades reflexivas y creativas se han desarrollado en un estudio doctoral reciente sobre las identidades lingüísticas de los niños, para ayudarles a explorar y articular sus identidades como hablantes de distintas lenguas. Los análisis de auto-representaciones explícitas de los niños en estas actividades establecieron que los individuos construyen, representan y negocian las identidades lingüísticas que pueden ser múltiples, cambiantes y a veces estar en tensión o contradicción. Por otra parte, las actividades utilizadas para la recolección de datos proporcionan un espacio en el que los niños exploran el uso de las lenguas dentro de sus diferentes comunidades y así aprenden a negociar sus múltiples y cambiantes identidades lingüísticas con mayor comprensión y confianza., What does it mean to children to be users of different languages? A series of reflective and creative activities were developed in a recent doctoral study of children’s language identities, to support children to explore and articulate their identities as users of different languages. Analysis of the children’s explicit self-representations in these activities established that individuals construct, represent and negotiate language identities which may be multiple, shifting and sometimes in tension or contradiction. Furthermore, the activities used for data collection provide a navigational space in which children explore their use of languages within their different communities and so learn to negotiate their multiple and shifting language identities with greater understanding and confidence.

Muchos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) han propuesto estrategias para tratar la variación dialectal en la clase de español; sin embargo la enseñanza de español en Estados Unidos se ha basado en una variedad “estandar” establecida artificialmente, creando una brecha entre lo que se enseña y las variaciones existentes de la lengua. Además, algunos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Martínez, 2003) promueven exponer a los alumnos a variaciones en clases de lengua para principiantes; no obstante, otros creen que esto podría confundir a los alumnos (Salien, 1998). Dada la falta de acuerdo respecto a cómo y cuándo afrontar este asunto, se realizó una encuesta para obtener información sobre las creencias y las prácticas de los instructores de cursos iniciales en universidades estadounidenses. Los resultados indican que la mayoría de los instructores intentan difundir la existencia de dialectos o presentan las diferencias dialectales, aunque la mayoría de ellos lo hace solo ocasionalmente, y otros evitan el tema totalmente., Several researchers (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) have proposed strategies for addressing dialectal variation in the Spanish classroom, yet the teaching of Spanish in the U.S. has been based on an artificially established standard variety, creating a gap between what is taught and existing variations of the language. Moreover, some scholars (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Martínez, 2003) promote exposing students to variation in introductory courses, whereas others believe this may confuse beginners (Salien, 1998). Given the lack of consensus regarding how and when to address this issue, a survey was conducted to elicit the beliefs and practises of introductory Spanish instructors at U.S. universities. Results reveal that most instructors raise dialectal awareness and/ or present dialectal differences, although most do this only occasionally, and others avoid the topic altogether.

Muchos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) han propuesto estrategias para tratar la variación dialectal en la clase de español; sin embargo la enseñanza de español en Estados Unidos se ha basado en una variedad “estandar” establecida artificialmente, creando una brecha entre lo que se enseña y las variaciones existentes de la lengua. Además, algunos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Martínez, 2003) promueven exponer a los alumnos a variaciones en clases de lengua para principiantes; no obstante, otros creen que esto podría confundir a los alumnos (Salien, 1998). Dada la falta de acuerdo respecto a cómo y cuándo afrontar este asunto, se realizó una encuesta para obtener información sobre las creencias y las prácticas de los instructores de cursos iniciales en universidades estadounidenses. Los resultados indican que la mayoría de los instructores intentan difundir la existencia de dialectos o presentan las diferencias dialectales, aunque la mayoría de ellos lo hace solo ocasionalmente, y otros evitan el tema totalmente., Several researchers (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) have proposed strategies for addressing dialectal variation in the Spanish classroom, yet the teaching of Spanish in the U.S. has been based on an artificially established standard variety, creating a gap between what is taught and existing variations of the language. Moreover, some scholars (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Martínez, 2003) promote exposing students to variation in introductory courses, whereas others believe this may confuse beginners (Salien, 1998). Given the lack of consensus regarding how and when to address this issue, a survey was conducted to elicit the beliefs and practises of introductory Spanish instructors at U.S. universities. Results reveal that most instructors raise dialectal awareness and/ or present dialectal differences, although most do this only occasionally, and others avoid the topic altogether.

Muchos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) han propuesto estrategias para tratar la variación dialectal en la clase de español; sin embargo la enseñanza de español en Estados Unidos se ha basado en una variedad “estandar” establecida artificialmente, creando una brecha entre lo que se enseña y las variaciones existentes de la lengua. Además, algunos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Martínez, 2003) promueven exponer a los alumnos a variaciones en clases de lengua para principiantes; no obstante, otros creen que esto podría confundir a los alumnos (Salien, 1998). Dada la falta de acuerdo respecto a cómo y cuándo afrontar este asunto, se realizó una encuesta para obtener información sobre las creencias y las prácticas de los instructores de cursos iniciales en universidades estadounidenses. Los resultados indican que la mayoría de los instructores intentan difundir la existencia de dialectos o presentan las diferencias dialectales, aunque la mayoría de ellos lo hace solo ocasionalmente, y otros evitan el tema totalmente., Several researchers (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) have proposed strategies for addressing dialectal variation in the Spanish classroom, yet the teaching of Spanish in the U.S. has been based on an artificially established standard variety, creating a gap between what is taught and existing variations of the language. Moreover, some scholars (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Martínez, 2003) promote exposing students to variation in introductory courses, whereas others believe this may confuse beginners (Salien, 1998). Given the lack of consensus regarding how and when to address this issue, a survey was conducted to elicit the beliefs and practises of introductory Spanish instructors at U.S. universities. Results reveal that most instructors raise dialectal awareness and/ or present dialectal differences, although most do this only occasionally, and others avoid the topic altogether.

Muchos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) han propuesto estrategias para tratar la variación dialectal en la clase de español; sin embargo la enseñanza de español en Estados Unidos se ha basado en una variedad “estandar” establecida artificialmente, creando una brecha entre lo que se enseña y las variaciones existentes de la lengua. Además, algunos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Martínez, 2003) promueven exponer a los alumnos a variaciones en clases de lengua para principiantes; no obstante, otros creen que esto podría confundir a los alumnos (Salien, 1998). Dada la falta de acuerdo respecto a cómo y cuándo afrontar este asunto, se realizó una encuesta para obtener información sobre las creencias y las prácticas de los instructores de cursos iniciales en universidades estadounidenses. Los resultados indican que la mayoría de los instructores intentan difundir la existencia de dialectos o presentan las diferencias dialectales, aunque la mayoría de ellos lo hace solo ocasionalmente, y otros evitan el tema totalmente., Several researchers (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) have proposed strategies for addressing dialectal variation in the Spanish classroom, yet the teaching of Spanish in the U.S. has been based on an artificially established standard variety, creating a gap between what is taught and existing variations of the language. Moreover, some scholars (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Martínez, 2003) promote exposing students to variation in introductory courses, whereas others believe this may confuse beginners (Salien, 1998). Given the lack of consensus regarding how and when to address this issue, a survey was conducted to elicit the beliefs and practises of introductory Spanish instructors at U.S. universities. Results reveal that most instructors raise dialectal awareness and/ or present dialectal differences, although most do this only occasionally, and others avoid the topic altogether.

¿Qué significa para los niños ser usuarios de diferentes lenguas? Una serie de actividades reflexivas y creativas se han desarrollado en un estudio doctoral reciente sobre las identidades lingüísticas de los niños, para ayudarles a explorar y articular sus identidades como hablantes de distintas lenguas. Los análisis de auto-representaciones explícitas de los niños en estas actividades establecieron que los individuos construyen, representan y negocian las identidades lingüísticas que pueden ser múltiples, cambiantes y a veces estar en tensión o contradicción. Por otra parte, las actividades utilizadas para la recolección de datos proporcionan un espacio en el que los niños exploran el uso de las lenguas dentro de sus diferentes comunidades y así aprenden a negociar sus múltiples y cambiantes identidades lingüísticas con mayor comprensión y confianza., What does it mean to children to be users of different languages? A series of reflective and creative activities were developed in a recent doctoral study of children’s language identities, to support children to explore and articulate their identities as users of different languages. Analysis of the children’s explicit self-representations in these activities established that individuals construct, represent and negotiate language identities which may be multiple, shifting and sometimes in tension or contradiction. Furthermore, the activities used for data collection provide a navigational space in which children explore their use of languages within their different communities and so learn to negotiate their multiple and shifting language identities with greater understanding and confidence.