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We report a preregistered analysis to test whether children meeting diagnostic criteria for language disorder (LD) have higher self-reported and/or parent-reported mental health symptoms during the transition from primary to secondary education. Data are from a UK-based longitudinal cohort study, The Surrey Communication and Language in Education Study (SCALES). SCALES oversampled children at risk of LD at school entry. Language was measured using a battery of standardised assessments in Year 1 (age 5–6 years, n = 529), and mental health symptoms were measured using self and parent report in Year 6 (age 10–11 years, n = 384) and Year 8 (age 12–13 years, n = 246). Social experiences were also measured using self-report measures in Year 6. Mental health symptoms were stable during the transition from primary to secondary school. Symptom rates did not differ between children with and without LD based on self-report, but children with LD had higher parent-reported mental health symptoms than their peers with typical language. Similarly, early language was negatively associated with parent-reported but not self-reported mental health symptoms. Early language was associated with fewer child-reported positive social experiences in Year 6, but social experiences did not mediate the association between language and mental health. We found poor agreement between parent and self-reported child mental health symptoms across language groups. Future studies should aim to determine sources of disagreement between parent and child report, particularly for children with communication difficulties who may struggle to accurately self-report mental health symptoms.

Background: English syntax acquisition is crucial for developing literacy but may be challenging for many children learning English as an Additional Language (EAL). This study longitudinally investigates syntactic complexity and diversity of stories retold by children with EAL and their monolingual peers as well as the relationship between syntax and vocabulary.Methods: Sixty-one children with EAL were matched to their monolingual peers on sex, age and teacher-rated language proficiency. Children’s narratives were collected in Year 1 (age 5-6) and Year 3 (age 7-8) and coded for clause type. Dependent variables included Mean Length of Utterance in words (MLUw) and Clausal Density (CD) as measures of syntactic complexity and Complex Syntax Type-Token Ratio (CS TTR) estimating syntactic diversity.Results: Children with EAL presented syntactically complex and diverse narratives equivalent to monolingual peers in Year 1 and Year 3. Growth rate in syntactic complexity was associated with English vocabulary in Year 1. Among children with low vocabulary, children with EAL developed syntactic complexity at a faster rate than monolingual peers, while the opposite was true in the high-vocabulary group. Children with average vocabulary progressed at parallel rates. Children with EAL and their monolingual peers used broadly the same complex structures but with varying frequency.Conclusions: In this longitudinal study comparing children with EAL and monolinguals on complex clauses, the interaction between emerging bilingualism and vocabulary knowledge in the societal language predicted different patterns of growth in syntactic complexity. Children with EAL might use language differently than their monolingual peers to achieve similar syntactic complexity and diversity. These findings demonstrate that in early primary school, children with EAL have syntactic skills comparable to their monolingual peers.

Trabajo de Fin de Máster del Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, curso 2020-2021, [ES] Esta tesis final de máster ha presentado una propuesta de un programa educativo dirigido a estudiantes de 1º de Bachillerato. En primer lugar, ha dado un marco general a los principios metodológicos aplicados a lo largo de la historia sobre la enseñanza de la lengua inglesa. Se ha procedido a continuación con los principios metodológicos que se utilizaron para desarrollar el propio programa educativo, a saber: el enfoque de la enseñanza del lenguaje comunicativo, el enfoque basado en el discurso y el método de enseñanza del lenguaje basado en tareas. Una vez explicados estos principios metodológicos, se ha introducido el papel del profesor y del alumnado para enfatizar la relevancia de la autonomía y el aprendizaje del propio estudiante. Además, todos ellos han sido expuestos bajo los contenidos establecidos por la legislación española, en línea con los criterios de evaluación que resumen la importancia del proceso de aprendizaje de los estudiantes. Por último, todos estos puntos se han reflejado en una unidad didáctica que pretende ilustrar el marco teórico explicado en la previa metodología. Esta unidad ha ejemplificado cómo las metodologías y técnicas mencionadas se realizaron productiva y comunicativamente en una clase de idiomas para estudiantes de 1º de Bachillerato., [EN] This Final Master’s Thesis has presented a proposal for a Teaching Programme addressed to 1st Year Bachillerato students. Firstly, it has given a general framework of the methodological principles carried through along English language teaching history. Continuously, it has proceeded with the actual methodological principles that were used to develop the Teaching Programme itself, namely: Communicative Language Teaching approach, the Discourse-Based Approach, and the Task-Based Language Teaching method. Once these methodological principles have been explained, the role of the teacher and the learned has been introduced so as to emphasise the relevance of student’ autonomy and learning. Moreover, all of these have been foregrounded under the contents established by the Spanish legislation, in line with the assessment criteria which summarises the significance of students’ learning process. Lastly, all these points have been reflected into a practical Teaching Unit which is intended to illustrate the theoretical framework explained in the methodology into a practice. This Teaching Unit has exemplified how the methodologies and techniques mentioned were productively and communicatively performed in a language class for 1st year Bachillerato students.

Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic: 2019/2020 Adquirir i desenvolupar una bona intel·ligència emocional hauria de ser un assumpte primordial en tots els centres educatius, deixant a un costat el segon pla al qual està adherida. Per aquest motiu, el present Treball Fi de Grau està enfocat i centrat per una banda, en fer una recerca dels possibles problemes que provoca no ser emocionalment competent i per l’altra banda, s’ha dissenyat un programa d’intervenció per reconéixer en ells mateixos i en altres persones l’emoció de l’alegria, l’amor, la ràbia, la por, la tristesa, el menyspreu i el respecte. Tanmateix, disposa de diferents activitats per aprendre a expressar les emocions (amb dinàmiques de grup) i gestionar-les. S’ha de remarcar, que el programa d’intervenció ens permet endinsar-nos en l’apassionant camí que suposa descobrir diferents emocions. Açò s'aconsegueix amb un programa d’intervenció que segueix un fil conductor, el qual dona sentit a allò que estem realitzant. Per poder descobrir eixes emocions s’ha emprat una història on el protagonista és un extraterrestre que no entén els comportaments que tenen les xiquetes i els xiquets a l’escola. Per què ploren?, Per què ballen? Per què es barallen? No comprén que és allò de les emocions. És per aquest motiu, que es proposen diferents activitats per a descobrir entre tots i totes eixes emocions. L’objectiu final és poder crear una guia on l’alumnat puga explicar-les amb claredat a l’extraterrestre: Queli. Finalment, aquest programa d’intervenció està adreçat als primers nivells de l’etapa d’educació primària on la imaginació de l’alumnat no té límits i ens facilita així, l’aparició de la motivació en l'alumnat per descobrir i aprendre. A més a més, la fantasia d’aquesta història ens pot servir de motor perquè el seu aprenentatge siga més ric i significatiu.

La violencia de género es una de las principales causas de vulneración de los derechos fundamentales y libertades públicas. Algo así es inaceptable en un Estado Democrático y de Derecho, por lo que se incluyó en la agenda de organismos internacionales como la Organización de las Naciones Unidas (ONU). Por ello, cada vez en más lugares se pretende visibilizar el descontento con este tipo de violencia que se ejerce sobre la mujer por el hecho de serlo, y aún más en lugares durante sus festividades, a raíz de casos como el de “la manada”, ocurrido la madrugada del 7 de julio de 2016 en Pamplona, durante las fiestas de San Fermín. En este trabajo se analizarán los mensajes a través de los cuales, cada municipio reclama unas fiestas libres de violencia de género, y podremos ver cómo no se ha conseguido unificar el término., Grado en Publicidad y Relaciones Públicas