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Motivation adopts a central position in the process of teaching Language and Literature, by allowing students to recognize, from their motivational intentions, why and what for they learn. The objective of this research is to develop a program of activities based on gamification with digital tools to enhance the motivation for learning Language and Literature in students of the second year of general basic education of the school Soldado José Díaz, Chacras, Arenillas, Ecuador, in the school year 2023-2024. A descriptive and explanatory research with experimental design was developed. In the characterization carried out in the first stage of the research process, limitations were identified regarding the motivational orientations to receive, understand, interpret and respond to messages, and insufficient motivational orientations to read and understand written texts. The program of activities based on gamification to enhance motivation for learning Language and Literature was designed as a resource to be used in the teachinglearning process, so its structure determined the following components: objective, activities, resources and scenarios, assessment and feedback. The research process developed allows us to affirm conclusively that the implementation of a program of activities based on gamification is effective in enhancing the motivation for learning Language and Literature in students in the second year of General Basic Education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning language means developing communicative skills, for the student to identify the intention of different types of texts, and for the student to be able to understand and produce texts. The objective of this research is to propose methodological strategies to improve the teaching-learning process of Language and Literature in the seventh grade of the Leopoldo Lucero School, through the effective implementation of motivating academic activities. The research has a mixed approach with a descriptive and bibliographic and field scope. Theoretical methods such as analytical-synthetic and inductive-deductive methods were used: among the empirical methods, observation and survey, and among the statistical methods, percentage analysis. The results show that there are students in the seventh year of basic education who have difficulties in developing communicative skills, understanding and producing texts, expressing themselves orally, among other essential skills in learning Language and Literature. It is concluded that it is necessary to implement active and motivating methodological strategies that help the student develop these skills. For this reason, methodological strategies are proposed for learning Language and Literature in the seventh year of basic education that contribute to the strengthening of comprehensive reading, creative writing, orality and attentive listening using verbal and non-verbal language. [ABSTRACT FROM AUTHOR]

The implementation of the ExeLearning platform in the language teaching process in the fifth year of Héroes del Cenepa school has proven to be an effective tool in improving students' academic performance. This platform offers a variety of interactive and dynamic resources that facilitate learning and understanding of the curriculum. Additionally, it allows teachers to create personalized activities tailored to the specific needs of each student, fostering more meaningful and motivating learning experiences. The methodology employed in this research involved gathering valuable information through surveys, interviews, and analysis of academic performance. The results revealed that the use of technology in language teaching has had a positive impact on the development of linguistic skills, text comprehension, and oral and written expression among students. Furthermore, the implementation of interactive mental games in language teaching has significantly contributed to the learning process, promoting creativity, concentration, and critical thinking skills among students. The objective of the investigation was to evaluate the impact of implementing the ExeLearning platform in virtual teaching, specifically in language education for fifth-year students. The methodology utilized was descriptive, incorporating both qualitative and quantitative approaches. Questionnaires were used for surveys with educators and students, along with interviews with administrative staff. The data collected from these methods provided insights into the effectiveness of the platform in enhancing the teaching and learning process. In conclusion, the integration of "ExeLearning" has proven to be beneficial in the language education of fifth-grade students, offering an innovative approach to teaching and learning. The results suggest that the platform has facilitated better comprehension of language concepts and improved academic performance. Overall, the findings highlight the potential of technology-enhanced learning tools in optimizing educational outcomes. [ABSTRACT FROM AUTHOR]

Attention to dyslexic students in the teaching-learning process is part of the conceptions of inclusive education. The objective of the research was to design and validate didactic games in the area of Language and Literature for the attention of Dyslexia in students in the third year of General Basic Education of the Batzacón Educational Unit, Chimborazo, Ecuador. The research process assumed a mixed research approach with an explanatory level. The research was structured in the phases of diagnosis, design of didactic games in the area of Language and Literature, and implementation and validation of the didactic games, through the integration of the method of expert judgment and the pedagogical experiment. The initial diagnosis showed that teachers do not go into sufficient depth in the treatment of varying degrees of difficulty in recognizing isolated words or words within a context, and that not enough time is devoted to personalized and differentiated attention for students with dyslexia. The modeling of didactic games in Language and Literature assumes the theoretical foundations from the conceptions of the developmental teaching-learning process and in inclusive education and the integration of the personal components of the process. The results obtained make it possible to synthesize that the didactic games designed have the potential to help students to unravel the relationship between the sound and the corresponding spelling, and thus eliminate the fundamental causes of dyslexia. [ABSTRACT FROM AUTHOR]

The integration of digital tools in teaching is a topic of growing relevance in the educational field. The objective of this study was to design and evaluate a system of actions aimed at strengthening the teaching-learning process in the area of Language and Literature, through the use of the potential offered by digital tools. The sample comprised 18 teachers and 64 third grade students of the Ciudad de Ibarra Educational Unit, during the 2022-2023 academic period. A mixed approach was employed, combining quantitative and qualitative data collection, as well as evaluation by expert judgment. The results revealed a diverse level of competence in the use of digital tools by teachers, and a varied experience of students in school digital activities. A system of actions was designed that included activities such as online reading, interactive exercises and videoconferences. The evaluation by expert criteria showed that the proposed actions were coherent with pedagogical principles, curricularly relevant and effective in improving the teaching-learning process. Despite the challenges identified, such as the need for ongoing training, this study underscores the importance of technology integration in education and its potential to enrich the learning experience of students in the area of Language and Literature. These findings contribute to the growing body of knowledge on the successful implementation of digital tools in the educational context. [ABSTRACT FROM AUTHOR]

Copyright of Tesla Revista Científica is the property of Puerto Madero Editorial Academica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We propose to analyze formal and non-formal education and the meanings attributed to them by the educational community of the Penitentiary Unit N°9 of the city of La Plata, Argentina, under the orbit of the Buenos Aires Penitentiary Service. We will focus on the area of Language and Literature in the course 1°D in the Secondary Education Center N°471 and in a literary workshop developed within the framework of the Literary Pavilions for Freedom Program in articulation with the Integral Program of Assistance and Treatment for Young Adults. Through participant observation and semi-structured interviews we inquired into the meanings acquired by formal and non-formal education for the actors involved since these modalities allow building different relationships with knowledge and generate different integration processes between teachers, students, managers and workshop participants, which have emotional and affective dimensions [ABSTRACT FROM AUTHOR]

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos: Revista de la Facultad de Educacion de Albacete is the property of Ensayos Revista de la Facultad de Educacion de Albacete and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work is a mixed study (quantitative and qualitative) on the state of aesthetic reading in English as a foreign language in the primary classrooms of the Autonomous Community of Andalusia, Spain. The population sample reaches to 252 classes. Fifteen interviews were conducted with teachers of English as a foreign language in 42 primary schools. The beginning of the research is a pilot study. The research design has used the survey and semistructured interview as the main instruments. The results obtained in both quantitative and qualitative variables show very atomized data and reflect a situation of a great heterogeneity in the selection of aesthetic readings. There are two clear conclusions: 1) the persistent belief that reading in a foreign language is based on decoding and obtaining information as what it remains after reading; 2) it is confirmed that there is a Strategic Plan for the Development of Languages in Andalusia (Plan estratégico de desarrollo de las lenguas en Andalucía. Horizonte 2020), where the first steps are taken towards a new and relevant look at aesthetic reading, both in the mother tongue and in foreign languages, with the mandatory introduction into the class schedules of an integrated language curriculum. [ABSTRACT FROM AUTHOR]

Este estudio se enmarca en un proyecto de I+D+i sobre la formación del profesorado de español como lengua materna y extranjera en la didáctica de la argumentación informal implicada en el comentario de texto, el cual ha sido patrocinado por el Ministerio de Economía, Industria y Competitividad de Gobierno de España. El objetivo general de la presente investigación consiste en profundizar en las demandas de formación y de materiales didácticos por parte de este profesorado para el desarrollo de la argumentación informal en el comentario de texto. La investigación se centra en una metodología cualitativa de diseño interpretativo-fenomenológico para explorar los significados que explican las demandas aludidas, por medio del instrumento de la entrevista realizada a 34 docentes, que han sido seleccionados como informantes clave en atención a su perfil y experiencia profesional. El proceso de análisis se ha llevado a cabo mediante la reducción de la información obtenida en un mapa de significados, a través de un sistema inductivo de categorización y codificación de los datos realizado por el programa de análisis cualitativo Atlas.ti 7. Finalmente, el diálogo propiciado a través de las entrevistas ha revelado argumentos de gran interés sobre las demandas de formación y de materiales didácticos que este profesorado formula con razones causales y con la voluntad de autentificar su desarrollo profesional competente en didáctica de la argumentación informal en el comentario de textos.

El artículo analiza el tratamiento de la literatura en los manuales para Bachillerato que Ernesto Giménez Caballero, autor bien conocido por su trayectoria multiforme (ensayista, novelista, periodista, diplomático, cartelista), preparó desde su puesto de profesor en un instituto madrileño en los años cuarenta. Los volúmenes describen la singular andadura de un sujeto, la literatura española, que conforma un canon intrínsecamente ligado a una modulación específica de la noción de Hispanidad, con la que el autor contribuye a la apoyatura intelectual e ideológica del nuevo Estado franquista. La suspensión temporal y la expansión espacial que la Hispanidad supone entran en diálogo con una tradición historiográfica previa, pero además el modelo pergeñado por el polígrafo madrileño es un inestimable testimonio para analizar la aplicación del fascismo a la educación literaria llevada a cabo en España en un contexto específico: el de la complicada lucha de legitimidades simbólicas durante las primeras décadas del régimen franquista. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study is part of an R+D+i project on the training of teachers of Spanish as a first and foreign language in the didactics of informal argumentation involved in text commentary, which was sponsored by the Ministry of Economy, Industry and Competitiveness of the Government of Spain. The general aim of this research consists of delving into the demands of training and teaching materials for the development of informal argumentation when doing text commentary. The research adopts a qualitative methodology with an interpretative-phenomenological design in order to explore the meanings that explain the aforementioned demands. 34 teachers were selected, and later interviewed, as key informants according to their profile and professional experience. Data analysis was conducted by means of the reduction of the information obtained in a map of meanings, through an inductive system of data categorisation and codification carried out with the qualitative analysis program Atlas.ti 7. Finally, the dialogue fostered through the interviews revealed arguments of great interest regarding the demands of training and teaching materials, which these teachers formulate with causal reasons and with the will to authenticate their competent professional development in the didactics of informal argumentation in text commentary. [ABSTRACT FROM AUTHOR]

In this article I present a brief sample of the first results of a work in development on the versions in the Judeo-Spanish Séfer torá Ḥobot halebabot (‘Book of doctrine «Duties of hearts»’), title in Hebrew that Yehudá ibn Tibón (12th century) gave to his translation of the Treaty originally written in Arabic entitled Kitāb al-hidāya ilā farā’id al-qulūb (‘Book of doctrine «Duties of hearts»’), by Baḥiá ben Yosef ibn Pacuda, Aragonese from the second half of the 11th century. Taking as a basis the first edition complete in Judeo-Spanish (Thessaloniki ca. 1568), write some of the more significant variants of the other three (1713 Venice, Vienna 1822 and Constantinople 1898). Likewise, and occasionally also point out some variants of Judeo-Spanish four edits on the Hebrew text.

En el presente escrito nos proponemos realizar un trabajo de lectura crítica de la propuesta filosófica fenomenológica de Merleau-Ponty en torno del lenguaje a los fines de problematizar nuestro trabajo docente en el área de Lengua y Literatura y de pensar una posible fundamentación de nuestra praxis. El punto de partida que motiva nuestras indagaciones es el reconocimiento de que atravesamos una coyuntura compleja en que el lenguaje pareciera verse reducido a un código informativo –con pretensiones de transparencia y neutralidad–, en detrimento de su valor auténticamente simbólico y expresivo.

This paper presents and discusses the main findings of a three-year research project which developed and tested teaching strategies for media education in a Brazilian secondary school. The research sought to make connections with the dimensions of language, coding/decoding and technologies of the core curriculum and responded to a funding policy encouraging investigations aimed to search for new ways to address poor performance in reading tests. Results were assessed by mixed methods, comprised of semi-structured interviews, questionnaires and class observations. The data indicate that the media education activities elicited positive responses towards language learning, besides fostering the development of skills to critically analyse media cultures, such as identifying hidden meanings and comprehending processes of coding and decoding. [ABSTRACT FROM AUTHOR]

Technological advances, and in particular the democratization of smartphones in all sectors of society, have brought about a change in communication, both in the form and content. This context has an important impact on teaching, especially in the field of language teaching, since its aim is to develop communicative competence. From this perspective, this study aims to explore the educational uses and innovations carried out in language teaching with the use of smartphones, by reviewing existing literature. To this end, we have examined scientific publications coming from international databases, from 2012 to 2017, related to the possible uses of the Smartphone in the field of language teaching, according to target audiences, tools and research results. The data show a widespread use of mobile phones in foreign language teaching, as well as in university education, acting as a motivational component or as a strategy to correct bad habits. [ABSTRACT FROM AUTHOR]

This article aims to point out the influence of reading comprehension in learning mathematics, this being an area where students show higher degree of difficulty, in the first part the importance of reading and access to knowledge was examined, the same that provides greater opportunity for the future, forming free people. It was noted that reading comprehension is treated in the area of language and literature, totally isolated from other subjects or areas of the curriculum, leaving the understanding of scientific texts. The mathematical vocabulary is harder to understand. The development of reading comprehension strategies facilitates student learning in any educational area, this being a tool for independent learning. [ABSTRACT FROM AUTHOR]

In this article the theme related to the gender gap will be treated. As social aspect which is important in life of people, to research about the gender gap and how to improve that situation will become the main point of this text. Through the text we will make a study of key topics that are related to the theme and will see our researching, besides of thinking about future, including some aspects we consider that can be improved. Principally we are searching for ways of improvement in the field of education, basing on the fact of existence of two sexes: the feminine and the male one, both must have a real equality of opportunities.

Hacer referencia a las buenas prácticas educativas en centros escolares ubicados en zonas de riesgo de exclusión social se asocia a características como la flexibilidad, la adaptación, la individualización de la enseñanza, etc., en pos de contrarrestar el fracaso escolar y fomentar la cohesión social. Por ello, nos aproximamos a tres Institutos de Educación Secundaria (IES) públicos de la Comunidad Autónoma de Andalucía ubicados en contex tos de riesgo de exclusión socioeducativa, para identificar dichas buenas prácticas educativas. Como resultado, además de su clasificación, se establecieron conexiones entre las mismas permitiendo entenderlas como acciones convergentes y orientadas hacia objetivos comunes.

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The " «Paseos didácticos por el Jardín de las Delicias» are the result of experience gained with students from 1st ESO level to 2nd Bac level in which a work of art-The Garden of Earthly Delights by Hieronymus Bosch, has become the driving force of some of the work developed simultaneously and coordinately in the areas of Language Arts and Natural Sciences.All this exciting work ended collected on the web: http://arsvivendi.wix.com/040963. This work was awarded the Special Prize for the best work in the call XXVIII Awards Francisco Giner to improving educational quality. In addition the proposal was selected and presented in the Museo del Prado in the “II Encuentro” among teachers.

La relación entre práctica docente y escritura se constituye en un tipo de relación hasta ahora escasamente indagada y que viene demostrando cierta productividad por su impacto directo en los procesos de enseñanza y formación. El propósito de este artículo es dar a conocer los resultados de los investigaciones relacionadas con experiencias de formación docente en el área de letras que dan relevancia a la práctica de escritura como configuradora de los procesos de construcción y de reflexión de la práctica de la enseñanza.

UN PASEO POR LA LITERATURA EN LOS JARDINES DE ARANJUEZ El presente artículo plantea la utilidad de los trabajos colaborativos de investigación literaria para adentrarse en el hecho literario en sí. Estructurado en varios apartados, pretende ser un recorrido por las fases que propiciaron la experiencia. A la descripción del proceso se unen una serie de reflexiones que concluyen en la idea que como señala Ana María Matute la literatura no se enseña, no se aprende, se descubre.