Browsing by Subject "Language Teaching"

Now showing 1 - 3 of 3
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    Embracing Multimodal Resources in Teaching English and Other Languages at a HE Institution
    (Universidad de Murcia. Servicio de Publicaciones, 2026) Misevičiūtė, Vaida; Ringailienė, Teresė; Daukšaitė-Kolpakovienė, Aurelija; Sin departamento asociado
    Although multimodality is not a novel concept in language teaching, its strategic application continues to evolve and expand. The study intends to extend the current body of literature on multimodality in language teaching by focusing on the strategic use of multimodal resources for teaching English (as an L2) and other foreign languages (as L3 and/or L4) through the lens of teachers’ beliefs about their value in teaching a certain skill. An anonymous questionnaire, featuring both open-ended and closed-ended questions, alongside semi-structured interviews, was used to investigate the strategic utilization of multimodal resources among two groups of language educators at a public university in Lithuania. The study aims to explore the following: which multimodal resources the two groups use, what criteria the teachers set to select those resources, what objectives the resources help to achieve while teaching linguistic skills and competences, and what benefits and potential drawbacks they can identify based on their experience. Naturally, a comparative approach is employed to explore similarities and differences regarding pedagogical opportunities and implications that the use of visual, auditory, digital, and /or other multimodal resources brings to students and educators in a foreign language classroom.
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    Film techniques to teach english communicative skills in primary education
    (Universidad de Murcia. Servicio de Publicaciones, 2024) Imbernón Pérez, Virginia María; Solís Becerra, Juan Antonio
    An experience through film techniques as a motivational context to unfold English communication skills in young Spanish speakers is presented. Media provide an important source of native speakers’ speech models, and considering that the most important world film industry provider comes from an English-speaking country, the possibilities are endless. Furthermore, audiovisual literacy provides a context for critical thinking. Hence, the main purpose of this research is to present an innovative teaching project called Hollywood Stars: 3,2,1... off we go! Roll & action!and to explore the perception of it by the agents involved. The study was conducted in a bilingual school from Murcia (Spain), with students from sixth-grade of Primary Education. The methodology used in this study is action-research, being an empirical-analytical investigation, with a quasi-experimental design, using mixed data collection methods. The results suggest that film techniques can provide a motivational and meaningful context for English acquisition
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    Mirar como maestros para el desarrollo de la comprensión lectora. Blogs educativos para la competencia profesional en futuros docentes = Look as teachers to develop reading comprehension. Educational blogs for noticing in future teachers
    (Asociación Española de Comprensión Lectora, 2016) Rovira Collado, José
    Within the different lessons that develop in the courses of Primary Education and Master of Teacher Education, a principal aspect is the professional competence and teacher’s noticing (Mason, 2002). Through this, the students, as future teachers, begins to interpret the teaching situations and reflects on how learning to learners in the different classrooms and subjects occurs. One of several proposals for improving this educational look passes through the new possibilities of the Internet. In this paper we analyze some teacher’s blogs as a platform for the development of this "teacher’s noticing" and reading competence. We start from general examples of educational thinking and educational action blogs (Balagué and Zayas, 2007) to focus on teaching of language and literature and children's literature, spaces of academic reflection on literary education, reading comprehension and e-literacy. After analysis of twenty-five models we conclude that all these spaces allow us to develop the professional noticing of students to teachers of different educational stages. Reading comprehension of the content contained in these blogs allows students to demonstrate the development of the noticing.