Revista Estudios de Lenguas - RELEN

Ritual del Toro y el Tigre. Historias del pim pim

2025-10-17T16:48:49+00:00

Writing from multiple sources and digital competences in blended learning environments:

2025-10-21T20:53:02+00:00

This article presents the findings of an investigation into tutors’ beliefs regarding academic writing, and their perceptions of students’ digital competences and abilities to write from multiple sources. The theoretical framework is a multidimensional approach to writing from sources focusing on content, discourse, sentence, process, response dimensions, and digital skills. The methodology includes the following data collection instruments: a written survey administered to the tutors of English Language I, and a protocol used to interview the Heads of the Chair. The data analysis procedures consist in qualitative methods used to analyse open-ended questions and quantitative methods used for close-ended questions. Besides, an ethnographic approach was adopted to investigate the context of text production and tutors’ points of view. We report the results of the analysis of surveys administered to the course tutors to obtain information about their beliefs regarding academic writing, attitudes to strategies to write from sources and their teaching. We also provide conclusions derived from analysing their opinions of students’ abilities and digital literacy. Similarly, we report on the interviews administered to the Heads of the Chair. We discuss the pedagogical implications of the study and future lines of research. These results will enable us to derive guidelines for the design of materials to apply the multidimensional approach and develop digital capabilities in blended learning environments, make curricular recommendations to promote autonomy in academic literacy, and enhance the process of writing in the context of this study.

A participatory action-research project: Content and Language Integrated Learning (CLIL) in a rural primary school

2025-10-17T16:32:37+00:00

In this article, we share the results of a participatory action-research (PAR) project whose main objective was to use English as a bridge for intercultural dialogue, and as a complement of the content covered in the school curriculum. The right to a multilingual and intercultural education with equity and quality was promoted through the development of the intercultural citizenship dimension and CLIL (Content and Language Integrated Learning) pedagogy. This pedagogy may be appropriate for addressing aspects that are poorly explored in foreign language teaching curricula. The project was launched in 2021 at a multi-grade rural elementary school located in an indigenous community to address a need raised by families in that community. These children's L1 is Spanish, they have Mapuche culture and language as a curricular course, and English was introduced through this extracurricular experience. Based on the analysis of the data obtained (planning meetings with the school community, interviews with families, participatory workshops, and reflective journals kept by participating teachers), possible criteria were developed to foster training practices related to the promotion of intercultural citizenship. These criteria are broad enough to be adapted to other local realities and promote sustainable practices. This research experience raises new questions about the importance of connecting the teaching of additional languages with the dimension of intercultural citizenship.