Vol. 36 No. Especial (2024): La educación lingüística y literaria en el marco de la nueva ley educativa (LOMLOE)

Cubierta Didáctica. Lengua y Literatura 36, Núm. Especial (2024)

Published: 2024-12-09

Presentación

Tendencias actuales, retos y oportunidades en la enseñanza de la lengua y la literatura bajo la LOMLOE

1-4
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Investigaciones y estudios

Female authors in texts proposed in Primary Education textbooks. From LOMCE to LOMLOE

Aída Bárbara Parrales Rodríguez, Concepción Francos Maldonado

5-13
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Female references in fifth grade textbooks: a comparative gender analysis between the LOMCE and the LOMLOE in Spanish Language and Literature and Foreign Language

Patricia Martínez León, Rocío Domene Benito

15-25
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Travel literature in Primary Education: a didactic tool for female empowerment and environmental awareness

Sandra Peñasco González

27-35
- PDF (Español (España))
Open Educational Resources to work on Mexican children's poetry in the classroom: an intercultural didactic proposal

Ignacio Ballester Pardo, Olivia Martínez Giménez de León, Mónica Ruiz-Bañuls

37-48
- PDF (Español (España))
Illustrated non-fiction books as a strategy to raise awareness of the Sustainable Development Goals: an experience with reading workshops

Salvador Gutiérrez Molero, Ester Trigo Ibáñez

49-60
- PDF (Español (España))
Non-fiction books on environmental themes: A case study in a primary education classroom

Celia Blanco Areán, Montse Pena Presas

61-72
- PDF (Español (España))
Challenges and paradoxes in the integration of graphic literatures in the LOMLOE educational curricullum: an analysis from Infant Education to Sixth Form

Juan García Única

73-84
- PDF (Español (España))
"Map writers": writing stories in Secondary Education due to narratological models

Laura Hernández González

85-100
- PDF (Español (España))
Developing critical thinking in students of Primary Education Degree through literary conversation about reading experiences on comics

Eva María Villar Secanella

101-110
- PDF (Español (España))
The treatment of Multimodality in Childhood and Primary Education. The Spanish case under the LOMLOE curriculum

Zósimo López Pena

111-121
- PDF (Español (España))
History of Literature in the Spanish Language and Literature curriculum: from the LOGSE to the current LOMLOE in Obligatory Education

Antonia María Ortiz Ballesteros

123-133
- PDF (Español (España))
Didactic keys for teaching narrative writing in students with Attention Deficit or Hyperactivity Disorder according to the inclusive challenge posed by the LOMLOE

Verónica Moreno Campos, Carmen Rodríguez Gonzalo

135-146
- PDF (Español (España))
How do my students pronounce? A theoretical review of key issues in the acquisition and learning of the phonological component in early childhood education

Lara Lorenzo Herrera

147-156
- PDF (Español (España))
The Integration of Cultural Diversity in the Initial Training of Foreign Language Teachers in Spain: a Content Analysis

Tania F. Gómez Sánchez, María Bobadilla Pérez

157-168
- PDF (Español (España))
Linguistic and cultural mediation in English as a Foreign Language. Primary school teacher's knowledge and attitudes

Gema Alcaraz Mármol, Ana Martín-Macho Harrison, María Victoria Guadamillas Gómez

169-177
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Language Assistants in the Primary Education Classroom: Teachers' and Assistants' Perspectives in Galicia (Spain)

Irene Dios Pérez, Fátima Faya Cerqueiro

179-189
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Pedagogical translanguaging: A systematic literature review of a new didactic theory and its application in Primary Education classrooms

Andrea Prado Pereira

191-200
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Reviews

Milagros Fernández Pérez y Lara Lorenzo Herrera (2023). Datos y desarrollo de la lengua: las gramáticas emergentes. Arco Libros. 324 pp.

Leticia Vieites Seijo

201-202
- PDF (Español (España))
Michèle Petit (2024). Los libros y la belleza. Somos animales poéticos (prólogo de Daniel Goldin, traducción de Olalla García). Kalandraka. 216 pp.

Gerardo Fernández San Emeterio

203-204
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