Recursos de colección

RiuNet. Repositorio institucional de la Universitat de Valencia (99.709 recursos)

RiuNet es el Repositorio Institucional de la Universitat Politècnica de València, gestionado por la Biblioteca, cuyo objetivo es ofrecer acceso en Internet a la producción científica, académica y corporativa de la comunidad universitaria con la finalidad de aumentar su visibilidad y hacerla accesible y preservable.

Lenguaje y Textos

Mostrando recursos 1 - 20 de 36

  1. Un proyecto europeo para la mejora de competencias discursivas en Europa: Reading to Learn en TeL4ELE

    Whittaker, Rachel; Lövstedt, Ann-Christin
    [EN] This paper presents the motivation, organization, implementation and evaluation of the Comenius multilateral project, Teacher Learning for European Literacy Education (TeL4ELE), taking the perspective of one of the participant countries, Spain. It describes the training in the theory and pedagogy of the reading and writing programme, Reading to Learn, of the central groups from five European countries, Sweden, Denmark, Scotland, Portugal and Spain, supported by the Australian linguists, Martin y Rose, also members of the project. After this first phase of learning, the Spanish team formed a group of teachers covering eight disciplinary areas, three education levels, primary, secondary...

  2. Traducción didáctica, subtitulado y TIC: proyectos en colaboración en ele aula L2

    Reig Gascon, Aina
    [EN] With this paper we offer a contribution to the debate on the importance of translation for learning a second language in the classroom. We exemplify its use as a didactic resource and as a learning tool. We show the methodological bases for a proposal consisting of three collaborative translation projects. This projects were carried out in higher education, namely in a Catalan as a Foreign Language (CLE) classroom at the Université de Picardie Jules Verne (France) in face-to-face and virtual scenarios. These practices are grouped into three different didactic sequences that deal with a given discursive genre –a music...

  3. Reflexos das dúas Guerras Mundiais na LIX

    Moreno Escribano, Patricia
    [ES] Reseña de la obra: ROIG RECHOU, B. A., SOTO LÓPEZ, I., NEIRA RODRÍGUEZ, M. (COORD). Reflexos das dúas Guerras Mundiais na LIX. Vigo: Edicións Xerais de Galicia, S.A., 2016. El volumen es una recopilación de obras literarias del Marco Ibérico e Iberoamericano, destinadas a niños, adolescentes y jóvenes que reflejan los acontecimientos mundiales: se tratan temas variados como la muerte o la violencia. El ejemplar sirve de guía y orientación para los mediadores de la lectura en la franja de edad que comprende la literatura infantil y juvenil.

  4. Presentación

    García Parejo, Isabel; Whittaker, Rachel
    [ES] Teoría y práctica del modelo Reading to Learn (Leer para aprender) en contextos educativos transnacionales. El monográfico que proponemos tiene como objetivo presentar las características de la didáctica de los géneros discursivos concretada en el modelo Reading to Learn (R2L) concretada en las propuestas actuales de Rose y Martin (2012). Este modelo considera la lectura como base fundamental de los aprendizajes, entre ellos, el aprendizaje de la escritura de los diferentes géneros discursivos en cada disciplina. A través de los artículos que se recogen en este monográfico, se presenta el origen y desarrollo del modelo en las escuelas de Sidney...

  5. Lectura y escritura a través del currículum: El modelo Reading to Learn

    Blanco Fernández, Juana María; Rodríguez-Miñambres, Paloma
    [ES] En las últimas décadas han proliferado los estudios y propuestas relacionadas con la escritura académica, la escritura para fines específicos y la enseñanza de la lengua asociada a la enseñanza de contenidos curriculares. Una de las razones ha sido la preocupación por mejorar los resultados académicos en pruebas estandarizadas; otra, el mejorar los resultados académicos del alumnado de diferentes culturas. Como hemos presentado en el monográfico, la propuesta del modelo Reading to Learn va más allá de respuestas inmediatas y explora las relaciones entre los sujetos y la lengua escrita teniendo en cuenta la finalidad de cada género en...

  6. La motivación en el proceso de enseñanza – aprendizaje de una lengua en peligro. El caso del aragonés

    Campos Bandrés, Iris Orosia
    [EN] Over the last century there has been an important paradigm change in Education. In the case of Didactics of Language, this fact has favored the comprehension of the language learning process from a multifactorial view where some concepts like attitudes or motivation, not considered previously, are now understood as key factors. With the aim of contributing in this field in the case of threatened languages, we developed a quasi-experimental research focused on the influence of the use of the minority language as a medium of instruction. Results show that this way of teaching increases the motivation of children in...

  7. La ‘pedagogía de los géneros discursivos’ en Grados de Formación del Profesorado: Presentación de dos proyectos de innovación docente

    García Parejo, Isabel; Ahern, Aoife; García Bermejo, Mª Luisa
    [EN] This article describes an overview and results of two teaching innovation projects, Genres and Society I and II (refs. 128 and 112, respectively), developed at the Complutense Univesity School of Education be-tween 2014 and 2017. The main objective of the projects consisted in designing and implementing a set of teaching units ( TU), aimed at improving writing skills in different genres, languages and curriculum areas, with several groups of student teachers of primary education. To this end the students received training in how to design TUs following a functional model, namely the Reading to Learn (R2L) genre pedagogy pro-posed...

  8. Implementación del modelo Leer para aprender en un contexto plurilingüe

    Pedrosa Lobato, Begoña
    [EN] This paper describes the process of training and collaboration between a primary school in the Basque Country and a group of researchers at Mondragon University in the same region. The purpose of the work together is to design and put into practice a project to support reading and writing in two groups of year 6 primary pupils in three curriculum areas: Spanish Language, Basque Language and Science (or Learning about the world around us) taught in three different languages: Spanish, Basque and English. The theoretical foundation chosen to design the didactic units is that of Genre Pedagogy, specifically the...

  9. Hacia una didáctica de la literatura áurea en el siglo XXI

    Vila Carneiro, Zaida
    [EN] This paper provides a general overview of how to teach Spanish Golden Age literature. It also offers an approach to the use of tools which can facilitate the teaching of this topic in Non-University Education in the 21st century, however they could be used for improving the teaching-learning process of any subject.

  10. Diàspores. Paraules i geografies d’exili

    Salido López, José Vicente
    [ES] Reseña de la obra: BALLESTER ROCA, JOSEP. Diàspores. Paraules i geografies d'exili. Alzira, Edicions Bromera, 2017

  11. Desarrollo de una secuencia didáctica basada en el programa Leer para Aprender:propuesta deaproximación al género narración en la educación primaria en Chile

    Westhoff, Ingrid
    [EN] This article describes a model teaching unit for the development of reading and writing in the narrative genre with 6th grade students of Primary Education in the Chilean context. The organization and theore-tical foundation of the teaching unit is based on Genre Pedagogy and on the Reading to Learn approach, developed by Professor David Rose. The proposal presented is part of a project to create a corpus of teaching plans organized according to the three families of genres described in Rose and Martin (2012), with the aim of implementing them and evaluating their results in the classrooms of a...

  12. Cambios de enseñanza-aprendizaje tras la implementación del modelo Reading to Learn/Leer para Aprender en las aulas de educación secundaria de un Centro bilingüe

    Blecua Sánchez, Isabel; Sánchez Garrido, Carmen
    [EN] This article presents the response of a group of teachers from a bilingual State Secondary School with an intake of very varied student profiles, to the problems of production and comprehension of texts, which they had identified at different levels of schooling and in a variety of subjects. First, it describes the context in which the decision was taken to create a Working Group to introduce colleagues to the Reading to Learn pedagogy as a result of the participation a number of members of staff in the Teacher Learning for European Literacy Education (TeL4ELE) project. Next, it presents the...

  13. Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia

    Acebedo, Claire
    [EN] This article describes the essential features of the student literacy and teacher learning program known as Reading to Learn (R2L) which is designed to improve student learning outcomes using genre-based pedagogy (Rose, 2014; Rose & Martin, 2012). The background to Reading to Learn is explained in terms of the development of “Sydney School” genre-based pedagogy over the course of three large scale, research projects conducted by linguists in collaboration with teachers in Australian schools in recent decades. The article provides and overview of these three projects, explains the explicit nature of the key strategies in the R2L pedagogy.

  14. The Gift of Dyslexia

    Cranfield, Susan
    Davis, Ronald D.Souvenir Press (London), third revised edition, 2010

  15. The Gift of Dyslexia

    Cranfield, Susan
    Davis, Ronald D.Souvenir Press (London), third revised edition, 2010

  16. Literatura 2.0 en el aula

    Berríos Barra, Lorena
    C. Arbonés, M.Prats, E. Sanahuja (eds.)Barcelona: Octaedro, 2015

  17. Literatura 2.0 en el aula

    Berríos Barra, Lorena
    C. Arbonés, M.Prats, E. Sanahuja (eds.)Barcelona: Octaedro, 2015

  18. Las prácticas evaluativas en lenguas extranjeras en Senegal: el caso del ELE en el examen estatal del bachillerato

    Diop, Papa Mamour
    [EN] This paper results from a research on the evaluation of Spanish as foreign language’s device in the high school diploma exam. It investigates critically the organizational system as well as the tests, activities and items proposed. At last it offers a package of assessment grids and evaluation tools in accord with the new theories of language teaching, the bases of the Common European Framework of Reference for Languages and The competency-based approach

  19. Las prácticas evaluativas en lenguas extranjeras en Senegal: el caso del ELE en el examen estatal del bachillerato

    Diop, Papa Mamour
    [EN] This paper results from a research on the evaluation of Spanish as foreign language’s device in the high school diploma exam. It investigates critically the organizational system as well as the tests, activities and items proposed. At last it offers a package of assessment grids and evaluation tools in accord with the new theories of language teaching, the bases of the Common European Framework of Reference for Languages and The competency-based approach

  20. La pragmática intercultural y la relevancia de la comunicación no verbal en el aprendizaje de ELE

    Villegas Paredes, Gladys Luisa
    [EN] The present study aims to analyze the contributions of the intercultural pragmatics in teaching-learning of Spanish as a second language, and to contribute to delineate didactic actions that favor intercultural communication. Intercultural pragmatics emphasizes the importance of the nonverbal communication systems when the learner’s communicative competence development is approached. It also emphasizes the need to consider the student’s culture, along with the target culture and language, as a process to overcome cultural crashes, pragmatic mistakes and misunderstandings in order to achieve an effective and intercul-tural communication

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