https://hdl.handle.net/10259/6159 2026-04-17T07:26:56Z 2026-04-17T07:26:56Z Saíz Bujedo, Sandra Muñoz Martín, Lucía https://hdl.handle.net/10259/11490 2026-03-25T01:05:44Z 2025-09-01T00:00:00Z

Gamificación en las aulas rurales: una experiencia en la clase de inglés como lengua extranjera Saíz Bujedo, Sandra; Muñoz Martín, Lucía En la actualidad, el ámbito educativo enfrenta retos cada vez más complejos que exigen la adopción de innovaciones pedagógicas para mantener el interés y la motivación de los estudiantes, la más sonada siendo la gamificación educativa. Sin embargo, esta metodología se ha entendido principalmente como el uso de las Tecnologías de la In-formación y la Comunicación (TIC) en la clase, por lo tanto, pasa por alto los centros rurales, en los que el uso de tecnologías no siempre es factible. Por ende, en la presente investigación se expone una propuesta de dinámica novel para incluir la gamificación en las aulas rurales con el uso de un juego de mesa adaptado para las clases de inglés. Dicha dinámica se ha puesto en práctica en una clase de 6.º de primaria en un colegio de la localidad de Burgos, España, durante el curso 2023-2024. Los resultados de esta intervención muestran la mejora del alumnado no solo con respecto a las habilidades lingüísticas, sino también la mejora en motivación y participación en clase.; Nowadays, the educational field is facing increasingly complex challenges that require the adoption of pedagogical innovations to maintain the interest and motivation of students, the most talked about being educational gamification. However, this methodology has been mainly understood as the use of ICT in the classroom, therefore, it overlooks rural schools, where the use of technologies is not always feasible. Therefore, in the present research a novel dynamic proposal is presented to include gamification in rural classrooms with the use of a board game adapted for English classes. This dynamic has been implemented in a 6th grade class in a school in the town of Burgos, Spain, during the 2023-2024 academic year. The results of this intervention show the students' improvement not only in language skills, but also in motivation and participation in class.

2025-09-01T00:00:00Z Sigona, Concetta Maria https://hdl.handle.net/10259/11035 2025-11-07T01:05:25Z 2022-06-01T00:00:00Z

The Use of Literature in EFL Classroom: Italian Canadian Short Stories as a Teaching Innovation Experience Through Flipped Classroom Strategy Sigona, Concetta Maria The aim of this article consists of showing that motivation is necessary for the success of a teaching and learning experience in an online classroom. By using the flipped learning method, the student becomes the central part of learning, being more active than in the traditional class and taking responsibility for his/her learning. He/she goes from being a mere spectator who only listens to the teacher's speech to someone with a voice in the classroom structured to allow student to acquire knowledge and build different competencies. The experience described below by implementing the flipped learning in the subject Contemporary Culture and Society of the Anglophone Communities, of the online Bachelor's Degree in Spanish Language and Literature, at the University of Burgos, excitement and self-expression replaced fear and dread. This awareness helped students in the construction of critical thinking and, in this specific case, culture and literature represented a better way for students to understand and know the society in which the language used in the texts is the language spoken (Valdes, 1986). During the first phase of this experience, the 56 students were divided into 14 groups of four members in each one; they were given instructions by different videos recorded by the teacher and during which she explained what to do, how to develop the project and how to proceed and deliver the final task. She also introduced the general topic of the Unit “Acculturation, adaptation and sense of belonging in women emigrants through Italian Canadian short stories” by uploading different readings by different women writers who had migrated from Italy to Canada for different reasons and in different periods since XX century until today. Mostly based on real events, these writings unveil the different coping strategies deployed by Italian Canadian women and how they dealt with the complex process of settling into life in a new country. After having chosen the writer to work on the 14 groups proceeded to research and investigate them. They also kept regular contact with the teacher by fora or tutorials so the teacher could track and monitor their learning progress and needs. The project consisted of preparing a presentation on the woman writer selected including the context she lived in and her work. During the last phase, after the task delivery, she asked all groups to share the posters and presentations and to ask questions and comments about them in a forum opened for that purpose. Finally, a questionnaire on their perception of the flipped learning approach in the course was prepared and distributed to the students. The result of this experience has shown that the flipped learning strategy succeeded in motivating the students to build and acquire knowledge and to reach beneficial outcomes.

2022-06-01T00:00:00Z Leotta, Paola Clara Littunen, Heidi Sigona, Concetta Maria Tutino, Vincenza https://hdl.handle.net/10259/11033 2025-11-07T01:05:31Z 2023-01-01T00:00:00Z

A pathway in vocational education in English language to enhance students’ curricula in Italy and in Spain Leotta, Paola Clara; Littunen, Heidi; Sigona, Concetta Maria; Tutino, Vincenza This comparative study analyzes the vocational training regulations and practicesin Italy and in Spain and it searches for the opportunities to look for a better coherenceto vocational training in both countries through a fruitful exchange of good practices. The aim of this paper is to provide a comprehensive overview of the Italian andSpanish legislation in use for the PCTO in Italy and FP Dual in Spain, in order to drawuseful modules for the continuous improvement of programs regarding the vocational guidance in high schools. This comparative analysis contributes to the understanding of how educational policies can promote a more effective transition of students from school to the world of work, fostering the development of practical skills and improving the employability of young people in both countries. The two PCTO projects describedshow how using CLIL methodology, helps students to use and to improve their English language communication (L2) with classmates, tutors and supervisors. Additionally,the use of the Flipped Classroom approach significantly enhances studentspractical learning skills.; Questo studio comparativo analizza le normative e le prassi in materia di formazione professionale in Italia e in Spagna e analizza le opportunità per una maggiore coerenza della formazione professionale in entrambi i Paesi attraverso un proficuo scambio di buone pratiche.L’obiettivo di questo lavoro è quello di fornire una panoramica completa della legislazione italiana e spagnola in uso rispettivamente per il PCTO in Italia e per la FPDual in Spagna, al fine di tracciare elementi utili per il miglioramento continuo dei programmi di orientamento professionale nelle scuole superiori. Questa analisi comparativa contribuisce alla comprensione di come le politiche educative possano promuovere una transizione più efficace degli studenti dalla scuola al mondo del lavoro, favorendolo sviluppo di competenze pratiche e migliorando l’occupabilità dei giovani in entrambi i paesi. I due progetti PCTO descritti mostrano come l’utilizzo della metodologia CLIL aiuti gli studenti a utilizzare e migliorare la loro conoscenza della lingua inglese(L2) nella comunicazione con compagni, tutor e supervisori. Inoltre, l’uso dell’approccio Flipped Classroom migliora significativamente le capacità di apprendimentopratico degli studenti.

2023-01-01T00:00:00Z Casas Coelho, María del Rosario https://hdl.handle.net/10259/10213 2025-02-13T01:05:25Z 2021-01-01T00:00:00Z

The kaleidoscopic perspective in Colum McCann’s Let the Great World Spin (2009): trauma and transculturality Casas Coelho, María del Rosario This article argues that Colum McCann’s novel Let the Great World Spin (2009) epitomizes the Irish transcultural novel. It portrays transculturality through a considerable diversity of damaged characters who bond to overcome a common trauma. By engaging with transcultural, transnational, and postmulticultural theories, this article analyses some of the literary features of McCann’s formal experimentation that eventually alleviate pain and foster tolerance and empathy among people with different backgrounds. Then, it explores the universalisation of trauma, where the local is made global and the characters deploy similar responses when exposed to traumatic situations. The novel, an attempt to find grace after the trauma of 9/11, presents many characters who advocate for plural perspectives and, as a kaleidoscope, it brings to the centre of the narrative the differences among people and opens possibilities for beautiful and new configurations.; Este artigo explica por que o romance Let the Great World Spin (2009) de Colum McCann exemplifica de maneira inequívoca o romance transcultural irlandês. A transculturalidade é mostrada no romance por meio de personagens muito diversos que se unem para superar um trauma. Fazendo uma conexão entre as teorias transcultural, transnational e pós-multicultural, este artigo analisa algumas das características literárias da experimentação formal de McCann que objetiva aliviar a dor e promover a tolerância e a empatia entre pessoas diferentes. O romance explora a universalização do trauma, onde o local é transformado em global e os personagens apresentam reações semelhantes quando expostos a situações traumáticas. Como uma tentativa de McCann de encontrar beleza após o trauma dos ataques de 11 de setembro, o romance apresenta vários personagens que advogam em prol de perspectivas plurais e, como um caleidoscópio, traz para o centro da narrativa as diferenças entre pessoas e abrepossibilidades para novas e belas configurações

2021-01-01T00:00:00Z