Didáctica. Lengua y Literatura

Jaime García Padrino (2024). La literatura infantil y juvenil en la Guerra Civil. Ediciones Espuela de Plata. 272 pp.

2025-03-05T07:49:47+00:00

Núria Obiols Suari (ed.). (2024). Contes i cancel·lació cultural. Controvèrsies i perspectives sobre els continguts dels contes. Ediciones UB. 378 pp.

2025-03-05T07:51:29+00:00

Javier Muñoz-Basols, Mara Fuertes Gutiérrez y Luis Cerezo (Eds.). (2024). La enseñanza del español mediada por tecnología. De la justicia social a la Inteligencia Artificial (IA). Routledge. 418 pp.

2025-03-05T07:52:57+00:00

Elena del Pilar Jiménez (2023). Leer nos hace humanos. Octaedro. 144 pp.

2024-05-16T14:38:10+00:00

Elia Saneleuterio y Manuel Valero Gómez (Eds.). (2024). La rosa incómoda. Lecturas e identidades femeninas en la literatura contemporánea. Editorial Comares. 185 pp.

2025-03-05T07:55:24+00:00

Didactic Audiovisual Translation (DAT) as a Resource in Teacher Training: A Case Study

2025-04-22T10:56:16+00:00

Educational research is a key skill in teacher training and can contribute to train more reflective teachers who are able to provide solutions that improve the learning process. The present study is part of a training program that addresses the teaching of a pedagogic technique, Didactic Audiovisual Translation (DAT), and the research methods associated with it. In DAT, Audiovisual Translation (AVT) modalities such as subtitling or dubbing are used as a teaching resource in language learning. The current paper is intended to explore the perception of future language teachers in secondary education about the need to be trained in educational research, and to analyze the major challenges posed by educational research in language teaching, particularly in those contexts where DAT is used as a teaching resource. The study takes a sample of 37 Modern Language students at a Spanish university who underwent an educational intervention for 3 months. A questionnaire with closed and open-ended responses was used to collect data, and descriptive and correlation analyses were performed. The main findings show that participants value the contextualized learning of educational research very positively and highlight the motivational factor that acquiring these skills through the design of research and innovations for DAT represents.

The use of Whatsapp as a pedagogical tool for teaching colloquial French from a gender perspective

2025-04-22T10:56:14+00:00

In this article, we will explore the relevance of Whatsapp language in the French population, and more specifically, among young people and teenagers, whose communicative needs are often characterized by the immediacy and abbreviation of language. As a result of their linguistic particularities, the aim of the paper will be to use this particular language as an innovative tool to make phonetics more comprehensible, as well as to bring the students closer to the diaphasic (registers) and diastratic (sociolects) varieties of the French language, thus increasing their communicative ‘capital’. Simultaneously, pedagogical resources will be proposed in FLE courses (French as a Foreign Language), thorough which, using this particular linguistic system, students will reflect on the extent to which gender biases continue to be deep-rooted issues in our society. From this perspective, embedding gender mainstreaming in the language of Whatshapp is not only an exercise in reflection to instill values, but also to apprehend a new form of communication that, despite its emergence in the late nineties with the use of SMS, still determines the forms of communication between individuals on a global scale.

Teaching EFL to Young Learners in Vulnerable Settings: from the Results to the SWIRL Planning Guide

2025-04-22T10:56:13+00:00

English as a foreign language (EFL) teaching is a more and more serious challenge for language teachers in disadvantaged socio-educational backgrounds. Thus, we propose the SWIRL planning guide (Speak-Write-Interact-Read-Listen) for the Pre-A1 and A1 levels of language command as a helpful resource. We developed this proposal with a qualitative appraisal supported by a quantitative value to illustrate the ideal dedication to each communication skill. Validation was carried out through five prospective longitudinal case studies conducted through a descriptive observational methodology in schools with students in a situation of socio-educational vulnerability. The findings obtained in communication skills’ dedication led us to draw conclusions and implications around policies, curriculum and lesson planning focused on listening in this type of educational contexts.

María Teresa León's Fiction for Children and Young People: an Example of Reading for Literary Education in the Silver Age

2025-04-22T12:41:14+00:00

The analysis of María Teresa León's work for children allows us to situate this author of the 1927 generation in the context of the renewal of children's literature during the Spanish Silver Age, a period in which important educational changes took place at the same time as women gained prominence in the public and cultural sphere. Intertextuality and female protagonism are evident from her first published book, Cuentos para soñar, included in the catalogue of the traveling library of the Institución Libre de Enseñanza. And in Rosa-Fría, patinadora de la luna, the collection of stories that forms one of her most widely distributed collections, the alliance between tradition and the avant-garde reaches its peak in a prose with dreamlike and surrealist accents that goes beyond a reader determined by age to open up to the sensoriality and rupture that characterise the modernity of the time.

The concept of "literary genre"and its didactics in Compulsory Education textbooks

2025-04-22T10:56:00+00:00

The concept of "literary genre", despite its complexity, is integrated into the training of students in the subject of Spanish Language and Literature, due not only to the preceding didactic tradition, but also to its usefulness in systematizing the continuum of works, facilitating reading comprehension and serving as a model for creativity. The aim of this paper is to understand precisely how the explanation of this important term is approached by analyzing textbook material as an observable "sign" of classroom work. Specially, a sample of thirty-two Compulsory Secondary Education texbooks from eight publishers was used for the aforementioned subject. The content of their pages has been studied quantitatively and qualitatively to examine how the presentation of genres is organized, the discourse used in the definitions and, finally, the activities that accompany them. The results obtained show that the main emphasis is on their classificatory function and, to a lesser extent, their role in interpretation and creation of texts. The activities reinforce the recognition of forms through the identification and comparison of features, although they also include creative tasks.

Iconotextuality and teaching/learning of SFL in cameroonian context: prolegomena of an absent practice

2025-04-22T12:41:13+00:00

This paper proposes a study of the didactic relations between texts and images based on three categories of written corpus (didactic activities in textbooks, formative and certifying assessment activities, and texts regulating docimological activities) evidenced in the learning of foreign languages in general, and of SFL in particular. More specifically, it addresses the role of images in the comprehension and optimisation of the learning of written corpus in SFL. On the basis of a series of iconotextual theories, an analysis of the content of written corpus and a probabilistic survey of a sample of 150 subjects, it is shown that, because of its representativeness and iconicity codes, the image constitutes an indispensable didactic aid for the decoding of written corpus and a semiotic and semantic prerequisite for students with textual comprehension difficulties.

Integration of transmedia storytelling in the Spanish Language Classroom: A motivational resource for literary education

2025-04-22T12:41:12+00:00

Literary education is Baccalaureate is increasingly difficult, not only due to the students' lack of reading habits, but also to the minimal interest that classical literature causes. That is why this paper proposes the inclusion of transmedia storytelling in the literary teaching-learning process in the subject of Spanish Language and Literature I, which is part of the Baccalaureate level. Thus, this paper first provides a theoretical approach to transmedia storytelling and, secondly, a small set of didactic proposals to guide teachers in their teaching work in order to promote both the student's Spanish literary cognition and reading proficiency. In short, it seeks to take advantage of the multiple platforms offered by transmedia storytelling to enrich the literary and cultural learning experience.

Geolectal variation of linguistic mitigation in Spanish as a foreign language. A didactic approach based on the PRESEEA oral corpus

2025-04-22T12:41:11+00:00

The acquisition of linguistic mitigation as a variable phenomenon may be a significant barrier for learners of Spanish as a foreign language. Although the teaching of verbal mitigation in the non-native speakers’ class has been studied, specialized literature has given inadequate attention to the diatopic variation of this phenomenon. This paper aims a theoretical approach to linguistic attenuation and its variation. A didactic proposal based on the oral corpus PRESEEA (Project for the Sociolinguistic Study of Spanish from Spain and America) is then presented as a tool to teach this variable concept in the classroom. Through this approach, students can recognize the different mitigating mechanisms and become aware of the diatopic variety in mitigation within the Spanish-speaking community.

Study of the methods and their academic impact used in the teaching of spelling in the third cycle of Primary Education

2025-04-22T12:41:09+00:00

Spelling has always occupied a relevant place in school due to its value as a communicative component. However, over the years its teaching has been characterized by the use of traditional strategies and methods that have proven ineffective for learning of spelling. This study analyzes the orthographic knowledge that students in the sixth year of Primary Education have about the spellings b and v, the methods and techniques applied by the teachers of the subject Spanish Language and Literature to use spelling, and the treatment that the textbooks propose for teaching such spellings. The sample of participants was made up of 6 teachers and 117 students from three schools in the Region of Murcia. To determine the spelling knowledge of the students, five activities were specifically designed for this purpose. To determine the methodology used by teachers to teach spelling, a semi-structured interview technique was used. On the other hand, the treatment proposed on the teaching of spelling of b and v by three different publishers (Santillana, Anaya and SM publishing houses) was reviewed. The results obtained demonstrate that teachers use an appropriate methodology, since the results obtained by the students are quite positive and that the methodology proposed in the textbooks is the traditional one, since the exercises predominantly focus on repetition and the mechanization of writing.

The didactic value of the sociolinguistic component in scientific dissemination on YouTube

2025-04-22T12:41:08+00:00

This study shows the results of the sociolinguistic research of the popular science publications on YouTube and estimates their didactic value in the development of communicative competence in the Spanish language. Its multimodal structure, multidisciplinary approach and lexical-syntactic simplicity capture public’s attention and facilitate comprehension, so they can become a valid teaching resource in the language classroom. This paper analyses the most popular informative vlogs published in the last five years in the peninsular and Canarian variety of Spanish, with the purpose of describing the patterns of the sociolinguistic use of language in the relaxed communicative contexts within the informal register. The qualitative and quantitative analysis addresses three groups of elements: linguistic markers of social relations, expressions of folk wisdom, and markers of informal register. The results show that the analysed videos provide considerable sociolinguistic corpus that correspond to the items proposed by the Council of Europe (2002). The variety and frequency of its use offer new didactic possibilities in the development of communicative competence, both in the field of Spanish as a Foreign Language and Spanish for Specific Purposes, as in public communication of science.

Board Games and Additional Language Teaching: A Proposal for Practicing Communicative Functions

2025-04-22T12:41:05+00:00

Games have been part of the teaching-learning process since ancient times. For some decades now, the use of games, known as Game-Based Learning (GBL), has been gaining popularity in education. In terms of second language acquisition, it offers multiple advantages, among which is its ability to increase classroom interaction, given that the most common methods are currently based on the notional-functional approach and focus on learners’ communicative competence. In this article, we use qualitative content analysis with two objectives: to classify the specific communicative functions of the Cervantes Institute’s Curricular Plan and to analyse the main components of different commercial board games. Finally, we present a proposal of fourteen games which can be used to practise the groups of functions identified in the Curricular Plan.

The Firts Literary Histories and the Establishment of the National Education System

2025-04-22T12:41:03+00:00

This paper analyzes the uses of national literary discourse in the Spanish educational system and rethinks the foundations of school literary historiography. Using the historical method of investigation, we first review the process of constructing Spanish nationalism from both political and literary perspectives. Next, we examine the emergence of national history through the early historical accounts of literature published during the 18th century, the first anthologies that also emerged at that time, and the first manual for teaching Spanish literature written by Antonio Gil de Zárate (1844). In light of the materials studied, this research shows how literary discourse has been used in Spanish Literature or Spanish Language and Literature lessos to construct a "we", to promote Spanish national identity, and consequently, social cohesion.

The Didactics of the Spanish Language in Spanish university Degrees. Approach through their teaching plans

2025-04-22T12:41:01+00:00

The subject Didactics of Language in the Degrees of Primary Education of Spanish universities is analyzed based on the information contained in their teaching plans. Data were obtained from 143 subject guides corresponding to 39 Spanish universities. Various aspects were examined such as the field of knowledge of origin (Specific Didactics, Social and Legal Sciences or Philology-Humanities), its mandatory or optional nature, the number of credits assigned or the name as a subject. Likewise, the study of the situation of the subject: Didactics of Language is carried out in the universities of bilingual autonomous communities with co-official languages (Balearic Islands, Catalonia, Valencian Community, Euskadi, Galicia), where a Chi-square test was applied to check the significance of the results obtained. From this mainly quantitative and descriptive analysis, the general conclusion drawn was that there is great heterogeneity in the presentation of the subjects. All of this may be due to the relatively recent creation of the Departments of Didactics of Language and Literature in the Spanish university since the mid-eighties of the last century.

Descriptive Analisis of Italian Students’ Preferences Regarding the Study of Spanish Language with Digital Images

2025-04-22T11:13:17+00:00

This quantitative study investigates the Spanish learning preferences among Italian high school students, focusing on the use of digital images with interactive tasks in reflective and creative communicative contexts. The main objective is to investigate the motivation and willingness of learners to integrate visual elements in language acquisition, as well as their usefulness for multimodal argumentation. To this end, a validated ad hoc questionnaire was used and an exploratory analysis of the collected data was carried out. The results of the exploratory analysis reveal a marked preference for the didactic effectiveness of illustrative and symbolic semiosis that complements verbal texts, and confirm the value of the recursiveness of said images in creative writing tasks and critical text comments. These conclusions open innovative expectations of discursive transmodalization in the incipient pedagogy of multimodal argumentation, suggesting the need to continue investigating the integration of visual and technological resources to optimize the learning of Spanish as a foreign language.

The children's pictures book as a psycho-educational tool in cases of disability and functional diversity

2025-04-22T12:41:07+00:00

Bibliotherapy has been shown to be effective in helping children with different kinds of difficulties. In this contribution, a corpus of 73 children's illustrated albums in Spanish on disability or functional diversity is collected for possible bibliotherapeutic interventions in the educational field. The compilation of this corpus was carried out by means of a systematic search of the editorial production published in Spain, both originals in Spanish and translations, between 2000 and 2023 in databases and in repertories and journals specialized in children's and young adult literature. Most of the resulting corpus deals with physical, visual or hearing disability, autism spectrum disorders, intellectual disability due to Down's syndrome, and non-specific situations of functional diversity. The analysis of these albums has allowed to determine how this type of literature, which combines verbal language and image, is a particularly suitable tool to address the problems arising from disability or functional diversity, due to the possibilities offered by the visual messages themselves, the indirect models they provide, and the psychological function of symbolism in children's and young adult literature.

The Teaching of the Romancero in the Spanish Baccalaureate: From Educational Legislation to Textbooks

2025-04-22T12:41:00+00:00

Based on a preliminary review of educational legislation, the objective of this paper is to analyze the treatment that the romancero receives in the Spanish Language and Literature textbooks for the first year of Baccalaureate. The corpus consists of eight of the most popular textbooks under the LOMLOE framework, all of them published between 2022 and 2023 by Akal, Casals, Editex, McGraw-Hill, Oxford, Santillana, SGEL and SM. Specifically, it aims to study how these textbooks structure the content about the romancero and identify the similarities and differences regarding the definition of the genre, the distinction between old and new romances, the intersections between orality and writing, the origin, the thematic classification, the style and the selection of texts for reading and commentary. All of this will provide a representative portrait of the importance of the romancero in Spanish Baccalaureate programs and the knowledge that students can acquire, while also serving to evaluate the quality of Spanish Language and Literature textbooks in relation to this aspect.