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The European Council has been instrumental in the standardization of language competence levels and certifications with the guidelines provided in the Common European Framework of Reference for Languages (CEFR) published in 2001 and later reviewed in 2020 with the Companion Volume with New Descriptors (CEFRCV). Cambridge Assessment English and Trinity College are two of the highest regarded institutions at the international level that grant their language certificates following the language competence levels provided by the CEFR. For this reason, the current study is grounded on the conviction that those certificates should meet certain principles of the Framework as a form of guarantee that they are assessing the CEFR level correctly. In particular, this paper focuses on the speaking skill and the rubrics of assessment used by the two aforementioned institutions. The rubrics of Trinity and Cambridge for the assessment of the oral production at the B2 CEFR level were considered for the purposes of this study – in particular, the rubrics that assess the oral production in the Integrated Skills in English (ISE-II) exam and in the First Certificate in English (B2 First). With a qualitative document research approach, this study analyses these rubrics in order to determine to what extent they respect the criteria established by the CEFR.

Current society demands people with different attitudes and competences who are able to thrive in the global world. Since its appearance in the 1990s, the relevance of the concept of Emotional Intelligence has only grown within the education system, as it is seen by recent research as an essential competence that needs to be developed to achieve the holistic training of students. This study was conducted in a high school of Spain with the participation of the English department and 49 English learners who answered some questionnaires to examine how teachers and students from a EFL classroom context perceive issues related with Emotional Intelligence such as the perception and expression of emotion, emotional facilitation of thinking, understanding of emotion and regulation of emotion. Besides, it spotlights their potential interest in working with some projects proposed following the Project Based Learning (PBL) approach. Results showed a growing awareness of own and other’s emotions among the participants and their interest in developing the projects to work on Emotional Intelligence in the EFL classroom.

espanolThe Common European Framework of Reference (CEFR) was developed by the European Council with the intention of providing a comprehensive basis for the creation language syllabi and curriculum guidelines, together with the design of teaching materials, language certificates and instruments of assessment. The CEFR has been implemented in Spain through different education laws and has prompted the introduction of the communicative approach and the use of new instruments of assessment such as rubrics. Nonetheless, almost twenty years after the CEFR was passed, not many researches have been conducted on how the Framework has been implemented. It is from this line where the current research stems as it intends to check how the CEFR has been adapted in the rubrics used for the assessment of the writing skill in two main English Certificates: the Cambridge Assessment English FCE and the Trinity College ISE-II. El Marco Comun Europeo de Referencia (MCER) se desarrollo con el objetivo de promover una base comun para la creacion de curriculos educativos y servir como guia en la elaboracion de materiales didacticos, examenes de certificacion e instrumentos de evaluacion. El MCER se ha implantado en Espana a traves de diferentes leyes educativas y ha propiciado la introduccion del enfoque comunicativo o nuevos instrumentos de evaluacion como rubricas. Sin embargo, casi veinte anos despues de la aprobacion del marco, pocos son los estudios que han revisado de que manera se ha adaptado el marco. Es aqui donde la presente investigacion se situa, con el objetivo de comprobar como se ha implementado el MCER en las rubricas para examinar la destreza escrita de dos de los principales certificados de ingles: el Cambridge Assessment English FCE y el Trinity College ISE-II. EnglishThe Common European Framework of Reference (CEFR) was developed by the European Council with the intention of providing a comprehensive basis for the creation language syllabi and curriculum guidelines, together with the design of teaching materials, language certificates and instruments of assessment. The CEFR has been implemented in Spain through different education laws and has prompted the introduction of the communicative approach and the use of new instruments of assessment such as rubrics. Nonetheless, almost twenty years after the CEFR was passed, not many pieces of research have been conducted on how the Framework has been implemented. It is from this line where the current research stems as it intends to check how the CEFR has been adapted in the rubrics used for the assessment of the writing skill in two main English Certificates: the Cambridge Assessment English FCE and the Trinity College ISE-II. El Marco Comun Europeo de Referencia (MCER) se desarrollo con el objetivo de promover una base comun para la creacion de curriculos educativos y servir como guia en la elaboracion de materiales didacticos, examenes de certificacion e instrumentos de evaluacion. El MCER se ha implantado en Espana a traves de diferentes leyes educativos y ha propiciado la introduccion del enfoque comunicativo o nuevos instrumentos de evaluacion como rubricas. Sin embargo, casi veinte anos despues de la probacion del marco, pocos son los estudios que han revisado de que manera se ha adaptado el marco. Es aqui donde la presente investigacion se situa, con el objetivo de comprobar como se ha implementado el MCER en las rubricas para examinar la destreza escrita de dos de los principales certificados de ingles: el Cambridge Assessment English FCE y el Trinity College ISE-II

Uno de los principalesobjetivos del Marco Común Europeo de Referencia (MCER) es el de servir como base para la elaboración de materiales didácticos, exámenes de certificación, instrumentos de evaluación y currículos. Casi veinte años después de su aprobación, el Marco ha promovido el enfoque comunicativo y ha unificado los niveles de dominio de lenguas a nivel europeo. La intención del presente estudio es la de comprobar cómo se han adaptado las rúbricas de evaluación de la destreza oral en los exámenes del Trinity College y dela Escuela de Idiomas para comprobar si siguen los parámetros establecidos por el Marco. The Common European Framework of Reference (CEFR) intends to work as a basis for the creation of didactic materials, language certification, instruments of assessment, and curriculums. Almost twenty years after the Framework was passed, the communicative approach has been promoted and the levels of language proficiency have been unified in Europe. This research aims at checking the adaptation of the speaking rubrics of two English Official Certificates: Trinity College and Spain’s Official School of Languages in order to determine whether they follow the Framework’s guidelines.

A new European Commission (EC) Erasmus+ funded project, MATES (Maritime Alliance for fostering the European Blue economy through a Marine Technology Skilling Strategy), aims at tackling the ensuing skill shortages in the maritime sectors of offshore renewable energy and shipbuilding, and in doing so, will contribute to a more resilient labour market. The project will embed the industrial perspective in ocean literacy initiatives, spreading an updated image for the maritime technologies in the blue economy, with a convincing message that the sector has a high-tech future with a long-term positive perspective. Ocean literacy will act for MATES project as a transversal and multidirectional content in all work packages, by boosting the transfer of scientific knowledge to the industry sectors, integrating the industrial perspective in literacy delivery and widening the industrial perspective about the new possibilities that maritimIZED' CVs can yield for blue growth and jobs. Furthermore, it aims to raise awareness about the maritime industry's careers among society, research and education communities, in order to attract youngsters to select future maritime professions. The dissemination of marine sciences will complement the sectoral approach, as a transversal line of action.

Laboratory evidence of a positive effect of sleep on declarative memory consolidation suggests that naps can be used to boost school learning in a scalable, low-cost manner. The few direct investigations of this hypothesis have so far upheld it, but departed from the naturalistic setting by testing non-curricular contents presented by experimenters instead of teachers. Furthermore, nap and non-nap groups were composed of different children. Here we assessed the effect of post-class naps on the retention of Science and History curricular contents presented by the regular class teacher to 24 students from 5th grade. Retention was repeatedly measured 3–4 days after content learning, with weekly group randomization over 6 consecutive weeks. Contents followed by long naps (>30 min), but not short naps (d = 0.7962). The results support the use of post-class morning naps to enhance formal education.

Reviewed book:CICUREL, Francine. LES INTERACTIONS DANS L'ENSEIGNEMENT DES LANGUES: AGIR PROFESSORAL ET PRATIQUES DE CLASSE. Paris. Didier, 2011. Livro resenhado:CICUREL, Francine. LES INTERACTIONS DANS L'ENSEIGNEMENT DES LANGUES: AGIR PROFESSORAL ET PRATIQUES DE CLASSE. Paris. Didier, 2011

This is qualitative theoretical research that has as its general objective the proposition of a pedagogical textbook for use in digital teaching platforms, in synchronous or asynchronous remote classes of Youth and Adult Education (YAE), final years. The urgency of social distancing and isolation motivated by a pandemic that has not yet been resolved, has driven us, in view of the need caused by this unexpected situation, to create a digital teaching material, with the specific purpose of supporting teachers for the teaching and students to learn reading, linguistic/semiotic analysis and writing through the implementation of activities that favor the study of textual genres through multiliteracy. Although there are no indications for YAE in the Common National Curriculum Base (CNCB, 2017) we consider the determinations of this document regarding the use of multiliteracy strategies also for this modality, considering that YAE students must, observing their citizenship, be included in digital practices in the same way as students from other teaching modalities. Regarding the methodology, we organized the production of the pedagogical textbook into five modules, in which, under the bias of a specific textual genre, reading, semiotic/linguistic analysis and textual writing are worked on, observing the development of skills in different fields of action. The activities proposed in the textbook were formulated considering multimodality and referring to digital literacy practices, aiming to implement multiliteracy strategies, however, assuming the social use of these actions, not as an end in itself. Theoretically, our research is based on the Sociodiscursive interactionism of Bronckart (2007), on the Liberating Pedagogical Proposal of Paulo Freire (1987) and on Marcuschi (2009) for the approach of textual genres. We support these authors because they are consistent with the perspective of valuing the social dimension of education, aiming at the autonomy of the student by promoting reflection and criticality, which is fully related to the training needs of YAE students. Although we know that mandatory remote education is due to a passing circumstance, the success of the experience of using digital platforms indicates that their exploration by teachers and students must continue, even after the emergency situation in which we find ourselves is remedied, as it is about resource that should not be neglected by any type of teaching. As the material developed by us has not yet been used by the target audience, teachers and students of Youth and Adult Education, it is currently not possible for us to make objective considerations about the results achieved, however we hope, with this work, to contribute truly for the development of YAE students' reading, linguistic/semiotic analysis and writing skills. Esta é uma pesquisa de cunho teórico qualitativo que tem por objetivo geral a proposição de um caderno pedagógico para uso em plataformas digitais de ensino, em aulas remotas síncronas ou assíncronas da Educação de Jovens e Adultos (EJA), anos finais. A premência de afastamento e de isolamento sociais motivada por uma pandemia ainda não debelada, impulsionou-nos, em vista da necessidade provocada por essa situação inesperada, à criação de um material pedagógico digital, com o fim específico de servir de apoio aos professores para o ensino e aos alunos para a aprendizagem de leitura, de análise linguística/semiótica e de produção textual, pela implementação de atividades que privilegiem o estudo dos gêneros textuais por meio do multiletramento. Embora não haja indicações à EJA na Base Nacional Comum Curricular (BNCC, 2017), consideramos as determinações desse documento quanto ao uso de estratégias de multiletramento também para essa modalidade, tendo em vista que os alunos da EJA devem, observando-se sua cidadania, ser incluídos nas práticas digitais do mesmo modo que os alunos das demais modalidades de ensino. Com relação à metodologia, organizamos a produção do caderno pedagógico em cinco módulos, nos quais, sob o viés de um gênero textual específico, são trabalhadas a leitura, a análise linguística semiótica e a produção textual, observando-se o desenvolvimento de habilidades nos diferentes campos de atuação. As atividades propostas no caderno foram formuladas considerando-se a multimodalidade e remetendo a práticas de letramento digital, visando à concretização de estratégias de multiletramento, contudo partindo-se do pressuposto do uso social dessas ações, não como um fim em si mesmo. Teoricamente nossa pesquisa embasa-se no interacionismo sociodiscursivo de Bronckart (2007), na proposta pedagógica libertadora de Paulo Freire (1987) e em Marcuschi (2009), para a abordagem dos gêneros textuais. Apoiamo-nos nesses autores por se coadunarem com a perspectiva de valorização da dimensão social da educação, visando à autonomia do educando pelo fomento da reflexão e da criticidade, o que se relaciona plenamente às necessidades formativas dos alunos da EJA. Embora saibamos que o ensino remoto obrigatório se deve a uma circunstância passageira, o sucesso da experiência do uso das plataformas digitais indica-nos que sua exploração por professores e alunos deve continuar, mesmo sanada a situação emergencial em que nos encontramos, pois se trata de recurso que não deve ser desprezado por qualquer que seja a modalidade de ensino. Como o material por nós elaborado ainda não foi utilizado pelo público a que se destina, professores e alunos da Educação de Jovens e Adultos, não nos é possível, presentemente, tecer considerações objetivas sobre resultados alcançados, no entanto esperamos, com este trabalho, contribuir verdadeiramente para o desenvolvimento de habilidades de leitura, de análise linguística/semiótica e de escrita dos alunos da EJA.

O presente trabalho toma como objeto de estudo os tipos de discurso, umas das noções centrais do Interacionismo Sociodiscursivo (ISD). Segundo o ISD, a linguagem assume um ponto central no desenvolvimento do ser humano e o texto é concebido como uma unidade comunicativa global que movimenta recursos linguísticos de determinada língua natural, adotando e adaptando determinado modelo textual (os gêneros textuais). Os tipos de discurso são definidos como segmentos, em número finito, que entram necessariamente na composição dos gêneros e, consequentemente, de cada texto empírico, nos quais semiotizam diferentes mundos discursivos particulares ou diferentes atitudes de locução. A identificação dos tipos de discurso é possível a partir das unidades linguísticas que neles ocorrem. Considerando essas noções, partimos da hipótese formulada por Miranda (2008) segundo a qual, de acordo com os gêneros, os tipos de discurso apresentam especificidades no plano da configuração do tipo linguístico, que, por sua vez, podem variar nas diferentes línguas naturais. Nosso objetivo é, portanto, detectar o tipo de discurso que predomina no gênero painel do leitor e depreender as unidades e mecanismos linguísticos que se associam ao tipo de discurso ou tipos de discurso predominantes, comparativamente em relação ao português e ao espanhol. O trabalho se caracteriza por sua natureza exploratória e pretende tratar a questão com vistas a torná-la mais explícita para a discussão de hipóteses. Para atingir esse objetivo, analisamos um corpus composto por 30 painéis de leitores, 15 extraídos do jornal El periódico de Catalunya, em língua espanhola, e 15 do jornal Folha de São Paulo, em língua portuguesa. The object of study in this research are the types of discourse from the theoretical and epistemological framework of the socio-discursive interactionism (ISD). According to ISD, language has a central point in the development of the human being and the text is designed as a global communicative unit that moves linguistic resources of a natural language, adopting and adapting a textual composition (the text genres). The types of discourse are defined as segments in finite number, which necessarily enter in the composition of genres and consequently in each empirical text. They semiotize particular different discursive worlds or different attitudes of expression. Identifying the types of discourse is possible from the language units that occur in them. Considering these notions, we start from the assumption made by Miranda (2008) that, according to genres, types of discourse have specificities in the level of the linguistic type, which, in turn, may vary in different natural languages. Our goal is therefore to describe the kind of discourse that dominates the genre reader panel and inferred units and linguistic mechanisms that are associated to the type of discourse or types of discourse dominants. We also intend to relate the description of the type of discourse and language units associated with different natural languages: Portuguese and Spanish. The work is characterized by its exploratory nature and intends to address the issue in order to make it more explicit to discuss hypotheses. To achieve this goal, we analyze a corpus composed of 30 panels of readers, 15 extracted from the newspaper El periódico de Catalunya, in Spanish, and 15 of the newspaper Folha de São Paulo, in Portuguese.