https://hdl.handle.net/10259/9590 2026-04-27T12:52:04Z 2026-04-27T12:52:04Z Bardavío Estevan, Susana https://hdl.handle.net/10259/10058 2025-01-30T01:05:44Z 2024-01-01T00:00:00Z

Género e ideología en la narrativa de Mercedes Formica Bardavío Estevan, Susana

2024-01-01T00:00:00Z Díez Cobo, Rosa María https://hdl.handle.net/10259/9991 2025-01-30T13:41:07Z 2024-10-04T00:00:00Z

Revisitando «la loca en el desván»: figuraciones insólitas del espacio doméstico en ficciones contemporáneas Díez Cobo, Rosa María El capítulo analiza la relación entre género, espacio doméstico y lo fantástico en narrativa y cine contemporáneos. Comparando relatos de la española Concha Alós y de la mexicana Amparo Dávila con las películas The Babadook, de Jennifer Kent y Relic, de Natalie Erika James, ambas directoras australianas, introduce el concepto de «trans-domesticidad» para destacar el espacio doméstico como agente simbólico que refleja tensiones psicológicas y resistencias patriarcales. A través del «fantástico feminista», estas obras cuestionan las estructuras sociales tradicionales, mostrando a mujeres negociando su identidad. El enfoque interdisciplinario subraya cómo diferentes formatos y lenguas enriquecen el análisis crítico de las dinámicas de género.

2024-10-04T00:00:00Z Nido, Almudena Díez Cobo, Rosa María https://hdl.handle.net/10259/9960 2025-01-18T01:05:29Z 2023-01-01T00:00:00Z

The Use of Gothic Fiction as a Second Language Teaching-Learning Motivational Input for Adolescents Nido, Almudena; Díez Cobo, Rosa María It is indisputable that success in the acquisition of a second language is closely dovetailed with motivation. A direct rapport between motivation and language achievement can be traced, whereby the higher the motivation, the smoother the advances towards an effective acquisition of the target language. This process has been thoroughly explored of late in the field of Second Language Learning (SLL). Experts have rightly pinpointed that motivation dynamics greatly differ when we attend to groups of learners that tend to have a meagre and oscillating engagement with the subject matter, as it is mostly the case with adolescents. Thus, what would be at stake in this paper is the discussion of how to pair teenagers’ preferences with pertinent teaching-learning tools in the EFL (English as a Foreign Language) context. Given that the greatest challenge is to engage students’ attention and to present contents and topics that are relevant to them, it is our contention that specific literary resources as those within the Gothic narrative genre can facilitate motivation in learner-centred experience in adolescence since they resonate with key anxieties of this period. We thus side with the growing current in SLL that, over the decades, has promoted literature and extensive reading as valuable contributions to language acquisition. Our specific proposal is to incorporate the reading of Gothic fiction into the EFL secondary curriculum as a motivational spur. If teachers introduce narratives in English that have particularly appealing subject matters for our students, the teaching-learning strategies would be greatly improved.

2023-01-01T00:00:00Z Díez Cobo, Rosa María https://hdl.handle.net/10259/9898 2025-01-15T01:05:26Z 2023-01-01T00:00:00Z

Patrones de movilidad trans-domésticos en los hogares insólitos Díez Cobo, Rosa María

2023-01-01T00:00:00Z