Repositorio DSpace :: Examinando por Autor "Senra Silva, Inmaculada"

Examinando por Autor "Senra Silva, Inmaculada"

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Bilingual education in Spain
(Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas, 2019) Baillie, Darren Lee; Senra Silva, Inmaculada
This paper discusses the growing phenomenon of bilingual and multilingual education programmes in Spain, and more specifically the adoption of Content and Language Integrated Learning (CLIL) as the most prevalent teaching method implemented in this context with the aim of maximizing learning. The purpose of this paper is to provide an overview of some of the diverse models of these programmes in the Spanish education system in terms of linguistic policy and implementation, with a more in-depth focus on such programmes in the Valencian Community, and to report on the findings of a research study into CLIL teachers’ perspectives on the teaching of non-language area subjects in English in Spanish schools.
BiMo’s Policy Recommendation Book
(Universidad Nacional de Educación a Distancia (UNED), 2023) Senra Silva, Inmaculada; Ardura Martínez, Diego; Chacón Beltrán, Manuel Rubén
El impacto de la obligatoriedad de los programas bilingües en las actitudes y percepciones sobre la educación bilingüe del profesorado de asignaturas de contenido de educación secundaria
(Ministerio de Educación y Formación Profesional, 2023) Senra Silva, Inmaculada; Ardura Martínez, Diego
The different legislative developments of the Spanish Autonomous Communities in relation to bilingual education in compulsory secondary education allow schools in various territories to offer bilingual education on a voluntary basis. However, in others all students enrolled in a particular school are forced into this type of education. The aim of this work was to investigate secondary school teachers’ attitudes, self-efficacy and perceptions about students’ achievements, establishing a comparison between content subject teachers from schools where bilingual education is compulsory and teachers who work in schools where students can choose whether to join the bilingual programme or not. To this aim, an ex-post-facto research design was used. Data have been collected using different questionnaires designed to measure the constructs involved in the research. To answer the research questions, psychometric analyses were carried out to ensure the validity and reliability of the instruments as well as descriptive analyses, mean differences analyses, and a binary logistic regression. The results reveal better perceptions in teachers from schools where bilingual education is not compulsory for all students. Teachers in these schools show more positive attitudes towards this type of teaching, especially in instrumental attitudes, greater self-efficacy and better perceptions of student results and their involvement in the classroom. In view of these results, it would be convenient for the educational administrations to open a debate with teachers on the issue of bilingual education being obligatory for all students.
Engagement en el aprendizaje de lenguas: un estudio en línea durante la pandemia por SARS-COV-2
(Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Filología: estudios lingüísticos y literarios, 2023) Noriega Guzmán, Carlos Alberto; Senra Silva, Inmaculada
Engagement in Foreign Language Learning: Designing an Online Questionnaire during the SARS-CoV-2 Pandemic
(Universidad Complutense de Madrid, 2023) Noriega Guzmán, Carlos Alberto; Senra Silva, Inmaculada
El objetivo de este estudio fue diseñar un cuestionario en línea para el estudio del engagement en el aprendizaje de lenguas durante la pandemia por SARS-CoV-2 basado en los supuestos teóricos de Fredricks et al. (2004) y Mercer y Dörnyei (2020). El contenido fue validado por medio del juicio de expertos usando el Coeficiente de Validez de Contenido (CVC=.95), y la fiabilidad (a=.91) se obtuvo del estudio piloto (n=29) que se llevó a cabo en un centro de enseñanza de lenguas adjunto a la Universidad Autónoma de Baja California en el marco de la pandemia por SARS-CoV-2. En promedio, los participantes mostraron un nivel bueno de engagement (m=152.86). Los resultados permiten sustentar la validez y fiabilidad de este instrumento de 37 ítems.
Un estudio de los libros de texto AICLE y del grado de satisfacción de los docentes de los Programas de Educación Bilingüe en la Comunidad de Cantabria.
(Universidad Nacional de Educación a Distancia (España). Facultad de Filología, 2020-03-18) Roa Gutiérrez, Sara; Senra Silva, Inmaculada
Estudio sobre los profesores AICLE en educación secundaria en España: puntos de vista, preocupaciones y necesidades
(2021) Senra Silva, Inmaculada
Content and Language Integrated Learning (CLIL) is a methodological approach that is growing very fast in many European countries, particularly in Spain. The implementation of bilingual programmes in primary, secondary and tertiary education has produced significant changes that have had direct consequences on all educational stakeholders, including teachers, parents and students. In the case of CLIL teachers, research has often addressed their training needs, and actions towards preparing them for successful classes have been proposed. However, few studies have focused on their concerns and views of bilingual programs. Despite the fact that many researchers have acknowledged the importance of understanding CLIL teachers’ views and beliefs, thus hoping for more studies on those issues, this is not yet one of the major research targets. In this study CLIL secondary school teachers in Spain were approached in order to identify the problems they encounter when implementing CLIL. An online questionnaire with both open and close questions was designed administered to informants across Spain. The findings reveal that, overall, the difficulties teachers encounter when implementing a bilingual programme are multiple, and many informants believe that the bilingual programme in English needs a comprehensive reform in Spain
Evaluación del proceso de tutorización del TFM de la Facultad de Filología de la UNED con metodología de educación a distancia
(Universidad Complutense de Madrid (España). Ediciones Complutense, 2018-11-28) Polo Cano, Nuria; Senra Silva, Inmaculada; Gómez Fernández, Araceli
En el campo de las filologías se ha detectado una carencia significativa con respecto a la metodología de trabajo para la tutorización a distancia del Trabajo Final de Máster (TFM), que es uno de los requisitos para la obtención del título, según la normativa sobre el Espacio Europeo de Educación Superior. El objetivo de este proyecto es realizar un análisis exhaustivo y a gran escala de las necesidades y opiniones de los profesores que participan en once másteres de la Facultad de Filología de la UNED con respecto a la tutorización y evaluación de los trabajos finales. A través de un cuestionario se recaba información de los profesores sobre su experiencia en todo el proceso: la temática de los trabajos, la cantidad de tiempo invertido, las tareas realizadas durante la tutorización, la evaluación del TFM, la respuesta de los estudiantes, etc. Los datos indican la pertinencia de contar con directrices generales válidas para todos los másteres que agilicen el proceso de tutorización y faciliten la evaluación del TFM, de manera que el tutor vea rentabilizados el tiempo y esfuerzo invertidos. Además, los profesores reclaman mejoras institucionales y el aumento de la autonomía y el rigor académico a los estudiantes, quejas que no nos diferencian de otras universidades y otros contextos educativos.
Glosar con runas. La glosa a los Evangelios de Lindisfarne en antiguo nortumbrio
(AEDEAN, 2023-12-27) Senra Silva, Inmaculada
El propósito de esta contribución es ofrecer un examen completo del uso de las runas m y D en la glosa en inglés antiguo de los Evangelios de Lindisfarne en el contexto de los estudios de las Runica Manuscripta anglosajonas. El libro conocido como los Evangelios de Lindisfarne es un tesoro religioso y artístico mundial, por lo que ha recibido mucha atención durante siglos. En este sentido, paleógrafos, historiadores del arte, lingüistas y coleccionistas lo valoran extraordinariamente. Desde un punto de vista filológico, la investigación dentro de los estudios de variación diacrónica se ha centrado en la glosa del inglés antiguo y, en particular, en el análisis de los rasgos dialectales distintivos. Otras líneas de investigación se han centrado en la dependencia de la glosa del texto en latín. Sin embargo, el uso de runas por parte del glosador nunca ha sido objeto de un estudio académico exhaustivo. En este sentido, este artículo constituye el primer estudio en profundidad que examina el material rúnico en la glosa al texto latino.
De la enseñanza a la evaluación de lenguas con la Ayuda de recursos tecnológicos: los estudiantes de Educación superior y la producción oral
(Editorial UNED, 2022) Senra Silva, Inmaculada
In this paper I present the results of a study carried out in order to assess the oral production skills of distance learning students enrolled in a university degree, and their experience with digital resources to produce their assessment tasks. Both the practice of speaking in a foreign language and the assessment of oral production skills constitute an important endeavor that often meets methodological and technological difficulties in traditional face-to-face learning environments, but more particularly in distance learning ones. After analyzing students’ needs and peculiarities coming from a distance learning context, some research has been conducted in order to test and propose an activity where the students individually design and produce a video in which they explain a topic of their choice as a continuous evaluation task. They then receive the teacher's feedback by means of a rubric which allows them to improve their learning at the same time that it enables teachers to obtain valuable information about students’ progress as regards oral productive skills. The results of the study show how students can improve their oral production skills with self-study and how the preparation of this assessment activity has a positive effect on their language proficiency as well as on their digital competence
Optimising the Use of a Native English Speaker as a Language Assistant in CLIL Contexts
(Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas, 2016-06-01) Rook, Julian Richard Anthony; Senra Silva, Inmaculada
This project looks into the growing phenomena of bilingual education, both in Spain and in Europe, and more specifically at the adoption of CLIL (Content and Language Integrated Learning) as the teaching methodology employed par excellence in bilingual schools. The project focuses on the implementation of such programmes within the region of Murcia and also the role played by native speaking language assistants as part of these initiatives. The main aim of the project is to suggest ways in which language assistants can be used effectively, to aid pupils in the development of not only Basic Interpersonal Communication Skills (BICS), but also Cognitive Academic Language Proficiency (CALP).
Waking up sleeping languages: the process of reclaiming a language. The Nynorn Case
(2024-06) De Rinaldis Valle, Sarah; Senra Silva, Inmaculada
Language revitalization or, as some professionals prefer to call it, Revivalistics, is a recent field of inquiry. Even though languages have been dying or evolving throughout human history, it has not been until quite recently that community of speakers and linguists have started to become aware that losing a language entails losing the culture that this language represents. Sometimes, these languages do not die at all, they just become dormant. With documentation of the language and the conjoined work of members of the community and linguists, the language could be reclaimed, revitalized, or reinvigorated. The present work not only explores the language death issue, but also tries to give a solution to the language death issue by applying the methods involved in any language revitalization plan. It is centred on a real case, the reclamation of the Norn language: the Nynorn. Norn was a Scandinavian language spoken in Northern Scotland which became dormant about the 18th and 19th centuries. Throughout this work, the different language revitalization and language planning methods would be applied to the Nynorn case on the basis of a previous existing standardization model proposed by a group called the Nynorn Project.

Examinando por Autor "Senra Silva, Inmaculada"

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