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Discusses the declining role of Spanish at every level of the teaching profession. Although Spanish is the most-studied foreign language in the United States, the increasing trend is to use English instead of Spanish, even in upper-level and literature classes and in scholarly writing about Spanish. (CNP)

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The article "Advances in Linguistics and their Didactic Application" summarizes the main contributions of various linguistic disciplines and proposes exercises for Spanish language and literature teachers to apply these theoretical contents in their classrooms. The text is divided into two sections: traditional linguistic disciplines and cross-cutting linguistic disciplines, addressing aspects such as phonetics, morphology, syntax, and semantics. The book also covers topics such as language change, language acquisition, and computational linguistics, showing the connection of linguistics with other disciplines and its relevance in the school curriculum. Overall, the book offers an updated synthesis of linguistic disciplines and their didactic application, being a useful tool for the teaching of the Spanish language. [Extracted from the article]

In the current educational environment, where effective communication is an essential factor for academic and social success, it is imperative to enhance the development of communication skills from the early years of schooling. This study aimed to contribute to the improvement of the communicative skills of second grade students through the implementation of a system of literacy activities, offered activities such as interactive stories, creative writing and dramatizations The sample consisted of 8 Language and Literature teachers and students of the Elementary General Basic Education of the Ismael Proaño Andrade Educational Unit. Surveys were applied to teachers to evaluate the frequency and severity of communication problems, as well as the relevance of the proposed system of activities for the fulfillment of the proposed objectives. The results of the diagnostic survey provided a comprehensive view of the students' communication skills. Respondents noted challenges in pronunciation and comprehension of verbal instructions, and identified opportunities to strengthen written expression and active participation in discussions. Most teachers recognized the adaptability and clarity of the activity system and endorsed its potential for developing communication skills. Although areas for improvement were identified, they highlighted the treatment of "Writing Skills", "Active Class Participation" and "Overcoming Shyness in Public" as the main strengths of the proposed activity system. [ABSTRACT FROM AUTHOR]

The aim of this research is to empirically determine the level of digital competence of university teachers of foreign languages (n=37). The aim is to show which are the skills deficiencies observed that can negatively affect the development of teaching practice in general and in particular innovation and technological updating in language teaching. It also aims to show a comparative analysis between Spanish and Italian teachers that reflects the similarities and divergences of competences. The study is framed in a descriptive interpretative paradigm through the Teacher Digital Competence Questionnaire (Touron et al., 2018). The results obtained are analysed in the light of the Common Framework for Teacher Digital Competence (2017) and serve to configure an action protocol in the digital teacher training of foreign language teachers by assessing the gap between the skills demanded and those actually acquired.. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This essay analyzes the reading competence of pedagogy students in Chile and highlights the lack of significant improvements in learning outcomes. It is suggested that a possible reason for this is the structure of teacher training programs in the country's universities, which do not prioritize the development of reading skills in future teachers. It is concluded that graduates of pedagogy programs often struggle to improve their students' reading skills, even though they themselves have not fully reached the desired level of competence. The text presents several studies that reveal deficiencies in the reading competence of future teachers in Chile. It is emphasized that these teachers have little experience in reading, use libraries infrequently, and have an instrumental approach to reading. Additionally, it is mentioned that the teaching guides for university subjects have limitations in promoting reading. These findings highlight the need to improve the training of future teachers in reading skills. The importance of reading comprehension as a cross-cutting basic competence in the national curriculum is also mentioned, and the need to change traditional approaches to teaching reading is raised. The article addresses the importance of reading comprehension in education and highlights the reality of Chile in this aspect. It is mentioned that nations that excel in the field of knowledge are those that have strengthened the academic foundations of their students and promoted comprehensive reading. However, in Chile, the results in reading competence tests are far from quality standards, posing a challenge to improving reading in the country. It is mentioned that many teachers do not have adequate training to teach effectively, but those who use appropriate strategies can reverse low results. Additionally, the importance of forming competent readers in education is emphasized, and the need to reflect on pedagogical practices and educational policies in relation to reading is raised. The article compiles a series of bibliographic references and studies related to language teaching and reading competence in the university context. Research conducted in Chile, Colombia, and Spain is mentioned, addressing topics such as teacher training, reading comprehension of university students, and teaching and learning strategies. The challenges and recommendations for promoting reading in university are also highlighted. The article titled "Reading competence of Pedagogy students: The challenge for language teachers" was published in the journal Educación in September 2023. The author of the article is N. San Martín. The article focuses on the reading competence of Pedagogy students and the challenges faced by language teachers in teaching it. The article is available as open access under the Creative Commons Attribution 4.0 International License. [Extracted from the article]

E-learning in education makes it possible to use technological tools and break down physical barriers to learn and teach. For some time, English has been considered the most used language in the world, since it allows you to interact with many people and cultures around the world. This research aims to propose e-learning didactic activities for the teaching and learning of the English language in the Language Center of the Instituto Superior Tecnológico Tena, Ecuador. For this, a non-experimental descriptive investigation was carried out, with a mixed approach and with an emphasis on the quantitative. Surveys were carried out on the students and teachers of the Language Center of the institution. It is concluded that the institution uses the EVA platform as a means of evaluation for educational processes but that it is not enough to determine or promote the teaching-learning of the English language. [ABSTRACT FROM AUTHOR]

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Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This document explores the reality that the teachers of the Bachelor of Languages experience as workers at the Juárez Autonomous University of Tabasco, considering that there are factors that limit their growth and stagnate them in spaces stigmatized by gender roles. They are violated by what is known as the glass ceiling and walls, that is, invisible rules that hinder their vertical and horizontal promotion; as well as the belief that they can only develop in lower positions, tying them to a sticky ground. In-depth interviews were conducted with teachers -men and women- from a higher institution located in the Mexican southeast. It was identified that the work of women has promoted the opening of spaces to develop professionally, for which they have had to overcome limitations caused by the patriarchal system so deeply rooted in educational centers, however, work with a gender perspective is necessary to promote spaces and opportunities for growth under equal conditions. [ABSTRACT FROM AUTHOR]

Learning a foreign language involves challenges in higher education, especially in those disciplinary areas where English is not the disciplinary focus of study programs, due to the lack of instructional material that is relevant to a university's various areas of knowledge and its local context. The purpose of this article is to share the process of creating an editorial project on a text and website to teach English with a disciplinary approach to undergraduate students who belong to an institutional English program at a regional university in northern Chile. Drawing on English for specific purposes, the article describes the processes of diagnosis, design and validation of this material by stages and the suggestions for language teachers and instructors. The article concludes by stating some benefits of this type of teaching material for the learning of English of college students. [ABSTRACT FROM AUTHOR]

One of the biggest gaps in the field of language teaching is the little relevance that has been given to the development of productive skills, writing being an area that requires urgent support initiatives to improve skills on the part of the student body. Another important gap is what refers to greater attention to the problems presented in writing at the level of primary and superior education, leaving studies and explorations of said ability in secondary education. The present investigation accounts for a descriptive, quantitative and qualitative study, which shows the most frequent errors in the use of commas committed by second-year high school students. The study follows the methodological guidelines of corpus linguistics and technology-assisted error analysis. The sample is made up of students from four educational establishments of the Biobío Region. For the compilation of the corpus, students were asked to produce three texts in different instances in the context of the Language and Literature course. Subsequently, these were digitized, labeled, processed computationally, and analyzed to identify the frequency of errors and their context of appearance. The results show that the most frequent type of error made by the students was the omission of commas. This omission was manifested in the presence of conjunctions, discursive markers and connectors, linguistic resources that explicitly relate textual segments, establishing various types of semantic relationships between them. The lack of commas in front of conjunctions is alarming to verify at the high school level, since they are invariable structures that establish relationships between words, syntactic groups or sentences, which do not allow mobility within the statement, which implies that they should be easily recognizable by who writes. [ABSTRACT FROM AUTHOR]

Research on pre service teachers' thinking about reading is relevant due to the reading comprehension problems in our country. Therefore, the aim of this paper is to describe the implicit theories of reading comprehension of a group of students enrolled in a BA program in English Language Teaching. The scale of implicit theories of reading comprehension was used with a quantitative, descriptive approach. Three implicit theories were identified: critical receptive, sourcing, and literary. most participants hold the critical receptive implicit theory, which focuses on ideological critique and inferring implicit messages. A smaller group holds the rhetorical implicit theory, which focuses on evaluating and contrasting sources and is highly functional for college reading. The literary implicit theory is held by a small minority. These findings suggest that pre-service teachers in the target context need better training in rhetorical and literary reading. [ABSTRACT FROM AUTHOR]

This investigation analyzes 340 reader autobiographies written by prospective language and literature teachers, sourced from eight generations at a Chilean university. This cross-sectional, non-experimental study employed the 'reader stories' technique to gather information about reading history and preferences, which were identified based on the frequency of the mentioned titles. Results show that the number of books read in childhood, whether traditional or authored children's literature, is double the number of titles in the subsequent categories, which consist of stories and novels for adults. It can be affirmed that children's literature plays a paramount role in biographies. However, diachronic profiles reveal that recent generations report fewer children's stories than their predecessors, and include more titles from the adult genre that are part of the school canon. [ABSTRACT FROM AUTHOR]

Teachers' teaching beliefs play a key role in shaping teaching practice. Thus, understanding the contextual factors that influence the beliefs of educators can help improve their pedagogical practices so as to enhance the teaching effectiveness. Informed by the ecological theory of Bronfenbrenner (1979, 1993), the present study examines how contextual factors of multiple levels influence the beliefs of 20 teachers of Spanish language in eight Chinese universities. Based on the qualitative analysis of the interview data, the results reveal that these factors consist of one's educational and intercultural experience (at microsystem), school policy, program curriculum and students' needs (at mesosystem), the socioeconomic environment (at exosystem), and traditional culture and ideology (at macrosystem). The four levels of contextual factors interact with each other and cause a direct or indirect impact on the teaching belief of the participants. These findings deepen the understanding of the Spanish teachers and Spanish teaching in China and contexts alike, which generate insights into the education of languages other than English (LOTEs). [ABSTRACT FROM AUTHOR]

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In this paper we aim to identify some relevant methodological traits of life histories - conceived both as a research framework and as a textual outcome - with members of indigenous peoples. In order to achieve this goal, we discuss the concepts of 'narrator' and 'narrataire', the researchers' stance, and the transformative potential of life histories, as well as some ethical and political issues that these processes and textual productions raise. We depart from the elaboration of the life histories of a multilingual teacher from the Peruvian Amazon and of a historical leader of the Asháninka society: a bilingual book in Spanish and Bora, the first language of the teacher (Díaz Peña 2017), and a book in Spanish and Asháninka, the first language of the historical leader (Casanto Shingari 2022). We state that a core methodological feature of working out life histories with indigenous peoples is the need for clearly setting out throughout the process the various asymmetries and differences between the narrator and the narrataires. A remarkable asymmetry in the experiences we assess pertains to the linguistic market (Bourdieu 2008; 2002), and it emerges from the different social values assigned to the various codes downplayed in the process of producing the life histories and in their textual outcome. [ABSTRACT FROM AUTHOR]

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