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Educating through the Sustainable Development Goals is gradually becoming an educational reality, and particularly with the forthcoming LOMLOE law. In addition, working with the Sustainable Development Goals is fundamental for our students to accomplish a solid social development and to care about the needs of the planet and its inhabitants. This didactic proposal aims to help students discover the world of sustainability and its importancewhile providing them with ideas and resources to achieve the Sustainable Development Goals. Meanwhile, on an academic level, it is intended that students improve their English language skills, especially their writing skill through the creation of various written products. For this purpose, a lesson plan has been designed for 6th grade of Primary Education that includes 10 sessions in which students will work to discover information about three Sustainable Development Goals (“Good-health and wellbeing” (3); “Gender equality” (5) and “Peace, justice and strong institutions” (16)). Its final product is the creation of an explanatory comic book to be read to students in 2nd grade of Primary Education, as part of the Twinning program. This lesson plan works from the subjects of Literacy, Spanish and Arts through the Task-based learning approach. The final goal of this didactic proposal is to provide students with an approach to the Sustainable Development Goals in a motivating and interactive way, an aspect that will become increasingly relevant in the Spanish educational curriculum in the coming years.

Este trabajo analiza once aplicaciones para móviles (Lingo kids, Duolingo, Memrise, Early Learn, Johnny Grammar, Quiz your English, Cambridge Exam Lift A2, Easy peasy, Pili Pop English, Simpler and Learn English Playtime) descargadas en Google Play Store para adquirir el inglés como segunda lengua. Las aplicaciones seleccionadas están etiquetadas como „educativas‟, „gratuitas‟ y contienen el código PEGI, lo que significa que estas apps son adecuadas para todos los públicos, incluidos los más pequeños. Este trabajo, que ha sido llevado a cabo debido a la escasez de investigaciones sobre aplicaciones para móviles para potenciar el aprendizaje, se basa en la investigación de las apps desarrolladas para promover la adquisición de una segunda lengua en niños de educación primaria aplicando los marcos teóricos y metodológicos que explican cómo se aprenden y enseñan las segundas lenguas y además, se han analizado algunas características descriptivas que hacen que las aplicaciones sean atractivas y motivadoras. Este análisis también explora las limitaciones de las aplicaciones y cómo se pueden utilizar en un aula de Educación Primaria. Los resultados demuestran que para los desarrolladores de aplicaciones la apariencia de las aplicaciones parece ser más importante que lograr el objetivo mostrado en la descripción de las aplicaciones, aprender inglés. Esto se puede explicar porque todos los aspectos descriptivos analizados están mayoritariamente presentes en las aplicaciones mientras que faltan aspectos de aprendizaje que favorezcan la adquisición del inglés.

El trabajo de fin de máster realizado es una memoria académica que recoge las características de una propuesta didáctica para los alumnos de 2º de la ESO, y que se sigue criterios de acuerdo con el currículum español y aragonés, además de criterios de diferente autores que defiende el aprendizaje basado en el enfoque comunicativo y el aprendizaje basado en proyectos.

This dissertation paper stems from the necessity of changing the focus of the English language teaching (ELT) in Secondary education observed during my teaching placements due to the shortcomings detected in both school placements and in the analysis of a current English textbook. This teaching proposal is meant to promote student’s critical thinking towards sustainability, providing students with sufficient exposure to authentic communicative situations, and encourage them to participate in meaningful interactions within the context of English as a foreign language (EFL) in order to achieve effective teaching in the L2. Moreover, the topic of sustainability will be tackled from an innovative and original perspective by involving students in the production of a cinematographic short film as the final outcome. It is also intended to foster students’ motivation, creativity and autonomy while promoting cooperation by following a project-based language learning (PBLL) structure, based on the principles of the communicative language teaching (CLT), theories of second language acquisition (SLA) and teaching methodologies such as cooperative learning and learner-centred instruction. The present unit attempts to demonstrate the effectiveness of these aforementioned approaches in contrast to traditional methodologies, together with the integration of the key competencies aiming to equip students with the necessary tools for their future. There will be a special focus on the functional use of ICTs since they are essential elements for the implementation of the unit and the completion of the final project. Self and peer assessment will be also included, promoting students’ reflection on their own learning process. Besides, the designed and selected materials aiming at fulfilling the unit’s purpose and the contents and objectives of this didactic unit are aligned with the national and regional legal provisions.

En los últimos años ha habido un incremento en la interculturalidad y globalización de nuestra sociedad. Siguiendo la teoría de la Competencia Comunicativa Intercultural desarrollada por Michael Byram en 1997, en este trabajo se ha analizado la adquisición de esta competencia en los alumnos de cuarto curso del C.P.I. San Jorge (Zaragoza). Para lograrlo, se han tenido en cuenta las diferentes áreas de estudio incluidas en esta teoría como la Competencia Comunicativa, así como los diferentes enfoques que abordan la Adquisición de una Segunda Lengua. Este trabajo presenta un análisis de necesidades y una posterior propuesta de intervención didáctica que tiene como objetivo mejorar el conocimiento, las actitudes y las destrezas de los alumnos para promover su interacción en los encuentros interculturales al sensibilizarlos y proporcionarles las herramientas y estrategias fundamentales para reflexionar sobre su cultura y en la de los demás, siendo más tolerantes, respetuosos y críticos.

This project will show an analytic study of five Disney films (Snow White, The Sleeping Beauty, Mulan, Tangled and Frozen) in terms of gender roles. The films have been selected because of their relevance for the society and even more for the themes to analyze. Besides, the movies are separated in time, relating to their performance, in order to remark Disney company evolution in terms of gender roles. As it has been mentioned, the main aim of this project is studying the gender roles in different films and in order to achieve this aim, different aspects such as physical appearance, personality and roles in the films of both male and female characters have been analyzed. The analysis will highlight that even modern films show a stereotyped view of gender which suggests many stereotypes. The main consequence of this fact is that the whole society and even more children watch this kind of films in a non-critical view and the most important ideas generated by the films stick on people’s mind, contributing to the maintenance of ancient gender roles and stereotypes in our current and future societies.

Writing for publication typically involves a number of so called literacy brokers, whose interventions authors need to assess in terms of their relevance to the text at hand. This chapter explores such broker interventions and considers the analytical potential of the notions of polycentricity and scaling for investigating the regulation of writing in the process of academic text production. The data used in the study include a text history of a successful research paper (incl. several drafts, recordings of meetings around writing, written comments on the drafts and author interviews). The findings shed light on the ways in which multilingual authors at advanced levels of academic literacy negotiate the norms and conventions for their writing.