Persona: Senra Silva, Inmaculada
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Senra Silva
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Inmaculada
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Publicación Glosar con runas. La glosa a los Evangelios de Lindisfarne en antiguo nortumbrio(AEDEAN, 2023-12-27) Senra Silva, InmaculadaEl 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.Publicación Estudio sobre los profesores AICLE en educación secundaria en España: puntos de vista, preocupaciones y necesidades(2021) Senra Silva, InmaculadaContent 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 SpainPublicación 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, InmaculadaIn 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 competencePublicación BiMo’s Policy Recommendation Book(Universidad Nacional de Educación a Distancia (UNED), 2023) Senra Silva, Inmaculada; Ardura Martínez, Diego; Chacón Beltrán, Manuel RubénPublicación 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, InmaculadaEl 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.Publicación 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, DiegoThe 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.