BACKGROUND: Although students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school. AIM: This study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students' AL proficiency skills in English cross sectionally in 2020. SETTING: The study was conducted online with (N = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period. METHODS: A standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills. RESULTS: The assessment results revealed distinct gaps in students' AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups. CONCLUSION: The university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum. CONTRIBUTION: The study revealed usable evidence about students' AL proficiency, indicating patterns across cohorts.

BACKGROUND: Globally professional accounting bodies expect of higher education institutions to develop integrated thinking skills in prospective chartered accountants. There are, however, many barriers in the way of both lecturers and students to achieve the development of integrated thinking skills AIM: This article sought to identify the most significant barriers lecturers and students face when developing integrated thinking skills in prospective chartered accountants during higher education SETTING: Interviews were conducted and an online questionnaire ministered METHOD: The mixed-method approach and a pragmatist paradigm are utilised. Both questionnaires and interviews were used to collect primary data. A triangulation between the quantitative data, qualitative data, and literature had been performed RESULTS: The three most significant barriers that lecturers face in developing integrated thinking skills are the volume of technical content, lack of expertise, and large classroom sizes. The three most significant barriers that students face in developing integrated thinking skills are students being overburdened with the technical content of the syllabus, not having been exposed to integrated thinking prior to higher education, and having to study in a second language CONCLUSION: The most significant barriers for both lecturers and students in the development of integrated thinking skills during the higher education of prospective chartered accountants are identified in this study CONTRIBUTION: While much has been published on the barriers to developing integrated thinking skills, a limited amount of literature addresses the specific barriers that exist in the accounting education field

Abstract Didactic audio description (DAD) refers to the use of active audio description (AD) tasks where students generate the AD text themselves. In foreign language teaching, DAD has been used to improve linguistic and oral competences, integrated and intercultural skills, media literacy, mediation, or accessibility awareness, with positive results. This article explores students’ perceptions about active AD to promote transferable skills development through data gathered from a series of two experiments implemented at the University of Manchester between 2018 and 2020. Specifically, it explores (i) whether participants perceived an improvement in their transferable skills, and (ii) in which specific skills sub-sets they did so. Quantitative data show high perceptions of transferable skills development (especially decision making, summarizing, and communicative skills) even when perceptions of the usefulness of AD to foster linguistic skills were low. Qualitative data show that the skills range where participants perceived improvement was broader than predicted, as responses to open-ended questions mentioned skills not foregrounded in closed questions, such as integrated skills, metalinguistic skills, mediation, and accessibility awareness. This suggests that active DAD tasks could be useful in diverse settings to promote a holistic learning experience where students simultaneously develop linguistic and non-linguistic abilities, and where accessibility and inclusion are at the forefront. (DAD (AD themselves teaching competences literacy mediation awareness results 201 2020 Specifically i (i ii (ii subsets sub sets so especially making summarizing low predicted openended open ended nonlinguistic non abilities forefront 20 202 2

ABSTRACT Introduction: Teaching- Learning Process of English with Specific Purposes in Higher Medical Education is of vital importance for the formation of a competent professional. Learning tasks will determine the levels of professional communicative competence thus, the work must be appropriate to the evaluation current standards described in the Common European Framework of Reference for Languages. Objective: to do learning tasks to development the professional communicative competence of English with Specific Purposes in the 5th year of the Medicine major. Methods: developmental research with a mixed approach was carried out in the fifth year of Medicine major in Holguín, between March and June, 2022. Some theoretical, empirical and statistical methods that helped with the theoretical and methodological foundation of the investigation were used. Results: it started with theoretical- practical insufficiencies that lead to do learning tasks to integrate skills for the development of the professional communicative competence. The results of the application of the proposal were shown and some reflections were done about improvements and weaken in the teaching of medical English. Conclusions: to achieve the professional communicative competence, the integrated treatment of the language skills should be taken into consideration. A learning tasks proposal was done that lead to a professional communicative competence in fifth year medical students. The experts agreed regarding its relevance.

RESUMEN Introducción: el proceso de enseñanza- aprendizaje del inglés con Fines Específicos (IFE) en la Educación Médica Superior es de vital importancia para formar médicos altamente competentes, las tareas docentes van a determinar los niveles de competencia comunicativa profesional, por lo que se debe trabajar a tono con los estándares actuales de evaluación descritos en el Marco Común Europeo de Referencia para las Lenguas. Objetivo: elaborar tareas docentes para el desarrollo de la competencia comunicativa profesional en el 5to año de la carrera de Medicina. Métodos: se realizó una investigación de desarrollo con enfoque mixto en el quinto año de la carrear de Medicina en Holguín entre marzo y junio de 2022. Se utilizaron métodos teóricos, empíricos y estadísticos para fundamentar la investigación desde lo teórico-metodológico. Resultados: se partió de insuficiencias teórico-prácticas que conllevaron a elaborar tareas docentes de integración de habilidades para el desarrollo de la competencia comunicativa profesional. Se mostraron los resultados de la aplicación de la propuesta y, sobre la base de esta, se reflexiona sobre potencialidades y debilidades en la enseñanza del inglés médico. Conclusiones: para el logro de la competencia comunicativa profesional se debe tener en cuenta el tratamiento integrado de las habilidades del idioma. Se elaboró una propuesta de tareas docentes de integración de habilidades que se direcciona hacia la competencia comunicativa profesional en estudiantes de 5to año de medicina. Los expertos mostraron consenso en cuanto a su pertinencia.

ABSTRACT In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.

RESUMEN En un mundo en permanente cambio, los métodos tradicionales de enseñanza de idiomas no resuelven las necesidades comunicativas en lenguas extranjeras que favorecen el conocimiento y la adaptación a contextos educativos cambiantes. El método AICLE es ampliamente utilizado para desarrollar habilidades tanto en el aprendizaje de la lengua como en otras áreas del conocimiento, permite fortalecer las capacidades docentes para asumir la enseñanza de los contenidos de las diferentes materias en una lengua extranjera. El objetivo de esta revisión bibliográfica es recopilar información significativa y existente sobre el método CLIL y su contribución en el campo educativo. Se utiliza el enfoque descriptivo documental de investigaciones recientes relacionadas con el tema de estudio, basado en los fundamentos teóricos de la educación bilingüe. La revisión bibliográfica muestra que al enseñar la lengua extranjera como vehículo para instruir contenidos de otras materias, los estudiantes comprenden la necesidad de aprender la lengua para apropiarse de los conocimientos de la materia y permite a los docentes explorar su propio contexto de enseñanza, reflexionar e identificar factores que pueden mejorar su práctica docente, especialmente en la inclusión de actividades de escritura en inglés.

ABSTRACT Purpose monitor the development of pragmatic skills in children with clinical risk indicators for autism spectrum disorder (ASD) before and after the application of an integrated parental guidance protocol. Methods Seven families who had children with clinical risk indicators for autism spectrum disorder and were in the diagnostic process participated in this study. The study was divided into three moments: (1) structured interview with parents and assessment of children's pragmatic skills, (2) virtual sessions with guidance to parents related to the characteristics of the condition and skills that can be developed to favor their development, and (3) reassessment of children's pragmatic skills. Statistical analysis considered occupation of communicative space, use of functions and communicative means at ground zero and post-monitoring. Results There was no significant difference between the two evaluation moments, but a greater number was observed in the use of communicative acts and more interactive communicative functions as an outcome. Conclusion The monitoring of children’s pragmatic skills suggests that they present discrete evolution, especially the more interactive ones, after the application of the integrated parental guidance protocol.

RESUMO Objetivo monitorar o desenvolvimento de habilidades pragmáticas em crianças com indicadores clínicos de risco para Transtorno do Espectro do Autismo antes e após a aplicação de um protocolo interdisciplinar de orientação parental. Método Participaram deste estudo sete famílias que possuíam filhos com indicadores clínicos de risco para o Transtorno do Espectro do Autismo e estavam em processo diagnóstico. O estudo foi dividido em três momentos: (1) entrevista estruturada com os pais e avaliação das habilidades pragmáticas das crianças, (2) sessões virtuais de orientação aos pais relacionadas às características do Transtorno do Espectro do Autismo e habilidades que podem ser desenvolvidas para favorecer seu desenvolvimento, e (3) reavaliação das habilidades pragmáticas. A análise estatística considerou ocupação do espaço comunicativo, uso de funções e meio comunicativo no marco zero e no pós-monitoramento. Resultados Não houve diferença significativa entre os dois momentos de avaliação, mas foi observado maior número no uso de atos comunicativos e funções comunicativas mais interativas como desfecho. Conclusão Desta forma o monitoramento das habilidades pragmáticas sugere que estas apresentem discreta evolução, principalmente as mais interativas, após a aplicação do protocolo integrado de orientação.

Developing competencies in language and communication is becoming increasingly important for the contemporary engineering student if career success and community engagement are to be enhanced. The integration of language, and other 'soft-skills', into broader engineering education could assist in preparing students to become more employable and improve their overall engineering ability. This study adopted a design-based research strategy to develop design principles regarding the integration of language and communication skills into engineering education. Eleven participants were purposefully sampled to form part of a design team that became responsible for this development. The principles that emerged emphasised the role culture plays in the process of learning, highlighting the importance of embracing cultural diversity in ways that frame it as a strength to be exploited. Differing abilities and levels of English language proficiency need to be accommodated, requiring lecturers to build in a feedback process to manage progress and effective student engagement. It is advisable to adopt a holistic approach to teaching and learning, and to pay careful attention to appropriate learning strategies. An integrated learning environment necessitates the dismantling of the traditional silos that have characterised engineering education and greater cooperation among various disciplines needs to be encouraged. TRANSDISCIPLINARY CONTRIBUTION: The integration of language and communication into engineering education goes beyond the boundaries of individual disciplines and involves collaboration between the faculties of engineering and humanities as well as industry partners, and accreditation bodies. The diverse range of expertise required, range from linguistics and pedagogy to engineering and instructional design.

In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages ​​that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.

En un mundo en permanente cambio, los métodos tradicionales de enseñanza de idiomas no resuelven las necesidades comunicativas en lenguas extranjeras que favorecen el conocimiento y la adaptación a contextos educativos cambiantes. El método AICLE es ampliamente utilizado para desarrollar habilidades tanto en el aprendizaje de la lengua como en otras áreas del conocimiento, permite fortalecer las capacidades docentes para asumir la enseñanza de los contenidos de las diferentes materias en una lengua extranjera. El objetivo de esta revisión bibliográfica es recopilar información significativa y existente sobre el método CLIL y su contribución en el campo educativo. Se utiliza el enfoque descriptivo documental de investigaciones recientes relacionadas con el tema de estudio, basado en los fundamentos teóricos de la educación bilingüe. La revisión bibliográfica muestra que al enseñar la lengua extranjera como vehículo para instruir contenidos de otras materias, los estudiantesnbsp; comprenden la necesidad de aprender la lengua para apropiarse de los conocimientos de la materia y permite a los docentes explorar su propio contexto de enseñanza, reflexionar e identificar factores que pueden mejorarnbsp;su práctica docente, especialmente en la inclusión de actividades de escritura en inglés.

Num mundo em constante mudança, os métodos tradicionais de ensino de línguas não respondem às necessidades comunicativas em línguas estrangeiras que favorecem o conhecimento e a adaptação a contextos educativos em mudança. O método CLIL é amplamente utilizado para desenvolver competências tanto na aprendizagem da língua como noutras áreas do conhecimento, permite reforçar as capacidades de ensino para assumir o ensino dos conteúdos das diferentes disciplinas em língua estrangeira. O objetivo desta revisão bibliográfica é recolher informação significativa e existente sobre o método CLIL e o seu contributo no campo educativo. Utiliza-se a abordagem descritiva documental de pesquisas recentes relacionadas ao objeto de estudo, com base nos fundamentos teóricos da educação bilíngue. A revisão bibliográfica mostra que ao ensinar a língua estrangeira como veículo para instruir conteúdos de outras disciplinas, os alunos compreendem a necessidade de aprender a língua para se apropriar dos conhecimentos da disciplina e permite que os professores explorem seu próprio contexto de ensino, reflitam e identifiquem fatores que podem melhorar sua prática docente, principalmente na inclusão de atividades de redação em inglês.

Resumen En este artículo se analizan las condiciones de adquisición de competencia lingüística en lengua inglesa y el uso de idiomas extranjeros en las publicaciones de investigadores de Argentina, Brasil y Chile. El análisis se basa en los resultados de una encuesta cross-national realizada a muestras de investigadores integrados al núcleo central del sistema científico de cada país. En relación con el foco principal del artículo, se abordan las modalidades de adquisición de la competencia lingüística y su relación con factores sociodemográficos, como el origen social, y con la trayectoria formativa. Por otra parte, se analiza la relación entre las competencias lingüísticas y la publicación científica, y se explora el lugar de las disciplinas en el uso de idiomas extranjeros. Los resultados ponen en evidencia que existe una asociación entre el origen social, la trayectoria formativa, las modalidades de adquisición de competencias en inglés y el nivel de dichas competencias. Sin embargo, e independientemente de su dominio de la lengua, la mayoría de los investigadores de los tres países publica en inglés y, en todo caso, su nivel de competencia tiene incidencia en las estrategias de escritura (autónomas, colaborativas o por traducción profesional). En términos comparativos, los científicos brasileños son los que más publican en inglés, aunque en el caso chileno la menor proporción de publicaciones en esta lengua podría deberse al mayor peso que tienen en su muestra los investigadores de ciencias sociales y humanas, toda vez que, en estas disciplinas, al menos en América Latina, el inglés no ha adquirido un estatus de lingua franca equivalente al de las ciencias naturales. Argentina Chile crossnational cross national país sociodemográficos social formativa parte científica embargo autónomas, autónomas (autónomas profesional. profesional . profesional) comparativos humanas Latina naturales

Abstract This article analyzes the conditions of acquisition of linguistic competence in the English language and the use of foreign languages in the publications of researchers from Argentina, Brazil and Chile. The analysis is based on the results of a cross-national survey carried out on samples of the researchers most integrated into the central nucleus of the scientific system of each country. In relation to the main focus of the article, the modalities of acquisition of linguistic competence and its relationship with sociodemographic factors, such as social origin, and with the educational trajectory are addressed. On the other hand, the association between linguistic competence and scientific publication, and the place of scientific disciplines in the use of foreign languages are analyzed. The results show that there is a connection between social origin, educational trajectory, ways of acquiring English skills and the level of these skills. However, and regardless of their linguistic proficiency, the majority of researchers in the three countries publish in English and, in any case, their level of competence has an impact on writing strategies (whether autonomous, collaborative or mediated by professional translation). In comparative terms, Brazilian scientists publish the most in English, although in the Chilean case the lower proportion of publications in this language could be due to the greater weight of social and human scientists in the sample, since, in these disciplines, at least in Latin America, English has not acquired a lingua franca status equivalent to that of the natural sciences. Argentina Chile crossnational cross national country factors origin addressed hand publication analyzed However proficiency whether autonomous translation. translation . translation) terms sample since America sciences

Resumo Este artigo analisa as condições de aquisição de competência linguística em língua inglesa e o uso de idiomas estrangeiros nas publicações de pesquisadores da Argentina, Brasil e Chile. A análise se baseia nos resultados de um questionário cross-national respondido por uma amostra do conjunto de pesquisadores integrados ao núcleo central do sistema científico de cada país. O foco principal do artigo são as modalidades de aquisição da competência linguística e sua relação com características sociodemográficas, como a origem social, e com a trajetória de formação. Além disso, o artigo analisa a relação entre as competências linguísticas e a publicação científica, e explora a variação disciplinar no uso de idiomas estrangeiros. Os resultados mostram que existe uma associação entre origem social, trajetória de formação, modalidades de aquisição da competência em inglês e o nível dessas competências. No entanto, independentemente do domínio da língua, a maioria dos pesquisadores dos três países publica em inglês, e, em todos os casos, seu nível de competência tem impacto sobre suas estratégias de escrita (autônomas, colaborativas ou via tradução profissional). Em termos comparativos, os pesquisadores brasileiros são os que mais publicam em inglês, embora, no caso chileno, a menor proporção de publicações nessa língua possa se dever ao maior peso dos pesquisadores em ciências sociais e humanas na amostra, uma vez que, nessas disciplinas, pelo menos na América Latina, o inglês não adquiriu o mesmo status de língua franca que nas ciências naturais. Argentina Chile crossnational cross national país sociodemográficas social formação disso científica entanto casos autônomas, autônomas (autônomas profissional. profissional . profissional) comparativos embora chileno disciplinas Latina naturais

Resumen Se presentan los resultados de un proyecto de investigación de corte cualitativo, con el objetivo de analizar el desarrollo integrado de competencias lingüísticas e históricas del alumnado de secundaria, empleando el género textual de la entrevista histórico-etnográfica, en formato sonoro o audiovisual. Se elaboró un instrumento para analizar la eficacia de las entrevistas; el análisis se limitó a las intervenciones realizadas por el alumnado. Los resultados muestran que la historia oral como fuente histórica facilita la construcción de pensamiento histórico; además, este planteamiento integrado para conseguir el desarrollo de competencias contribuye al progreso de las competencias históricas y lingüísticas y favorece la alfabetización multimodal, aunque no es objeto de este estudio. Las carencias observadas permiten mejorar el instrumento y plantear propuestas formativas.

Abstract We hereby present the results of a qualitative research project, carried out with the aim of analyzing the integrated development of linguistic and historical skills in secondary school students, using the textual genre of the historical-ethnographic interview, in sound or audiovisual format. An instrument was developed to analyze the effectiveness of the interviews; the analysis was limited to the interventions carried out by the students. The results show that oral history as a historical source facilitates the construction of historical thought; In addition, this integrated approach contributes to the advancement of historical and linguistic skills and favors multimodal literacy (although that is not the main subject of this study). The shortcomings observed allow us to improve the instrument and suggest new training proposals.

Abstract CLIL (Content Language Integrated Learning) teacher training represents an educational challenge, where language competence and performance play a key role. So, the objective of the present research paper is to uncover the training needs of pre-service CLIL teachers (i.e., bachelor’s degree in Primary Education students, 2020-21) at the University of Cádiz (Spain) concerning their English Foreign Language (EFL) skills. This is a mixed-methods research with a descriptive approach, in which the main research tool is The CEFR ALTE Skill Level Summaries (Council of Europe, 2001). The data analysis is based on a statistical study supported by beliefs of the informants using a quiz-based assessment tool (Socrative). The results reveal that written skills prevail over oral skills in EFL terms; there still exists a low number of qualified pre-service CLIL teachers in EFL; they have not yet achieved the necessary EFL proficiency to teach CLIL subjects; and finally, methodological training is also required and not just language training as far as CLIL teaching is concerned. Final recommendations are suggested.

Resumen La formación del profesorado AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) representa un reto educativo, donde la competencia y el rendimiento lingüístico juegan un papel fundamental. Así, el objetivo del presente trabajo de investigación es descubrir las necesidades de los profesores AICLE es formación inicial (estudiantes de Grado en Educación Primaria, 2020-21) de la Universidad de Cádiz (España) respecto a su competencia en inglés como lengua extranjera (EFL, por sus siglas en inglés). Se trata de una investigación de corte mixto con un alcance descriptivo, en la que la principal herramienta de investigación es el CEFR ALTE Skill Level (Consejo de Europa, 2001). El análisis de los datos se basa en un estudio estadístico apoyado en las creencias de los informantes recopiladas mediante una herramienta de evaluación basada en cuestionarios (Socrative). Los resultados revelan que las destrezas escritas prevalecen sobre las orales en términos EFL; existe un escaso número de profesores AICLE en formación inicial acreditados en EFL; estos todavía no han alcanzado la competencia necesaria en materia EFL para enseñar las asignaturas AICLE y, por último, se requiere una formación metodológica y no solo lingüística en lo que respecta a la enseñanza AICLE. Se presentan recomendaciones finales.

RESUMO A educação científica faz avançar o conhecimento enquanto promove a formação do ser humano. É um processo complexo e dinâmico, que demanda desenvolvimento integrado e interdisciplinar de habilidades e competências, pautado em valores, sentimentos e atitudes. Este é um relato de experiências de um laboratório extensionista de letramento técnico-científico, de um grupo de pesquisas em comunicação científica, em um Instituto Federal. A partir da articulação do trabalho de uma linguista cognitivista, de uma bibliotecária e de um cientista da computação, são desenvolvidas atividades pedagógicas e produzido material didático tecnológico para as aulas regulares e para cursos de extensão presenciais e online, fundamentados em um modelo conceptual que mescla a competência em informação e a escrita científica como processo de aprendizagem, e orienta a elaboração da pesquisa científica e a escrita de textos acadêmicos.

ABSTRACT Scientific education provides the world with knowledge advancement while promoting human education. It is a complex and dynamic process that demands integrated and interdisciplinary development of skills and competences, based on values, feelings and attitudes. We report here the experiences of a technical-scientific literacy laboratory, in a research group in scientific communication, at a Federal Institute. By articulating the work of a cognitive linguist, a librarian and a computer scientist, pedagogical activities are developed and technological teaching material is produced for regular classes and for on-site and online extension courses, based on a conceptual model that blends information literacy and scientific writing as a learning process, and thus guides the development of scientific research and the writing of academic texts.

Resumo A aprendizagem integrada de conteúdos e de línguas (AICL) tem grande tradição na educação básica europeia. Neste artigo chamamos atenção para o uso indevidamente limitado do termo no ensino superior, sobretudo na pós-graduação. Ao descrever criticamente ações em uma disciplina num programa de pós em Educação para a Ciência, integralmente realizadas em inglês, buscamos contribuir para uma compreensão mais ampla das inter-relações entre conteúdos especializados e competências comunicativas avançadas em inglês acadêmico. Com base em dados qualitativos sobre a escrita colaborativa deste artigo em inglês, esperamos que o estudo de caso em sala de aula possa promover decisões mais amadurecidas quanto à internacionalização de programas de pós nas instituições que enfatizam a importância da língua inglesa para a visibilidade e cooperação acadêmica.

Abstract Content and language integrated learning (CLIL) has a long tradition in European countries, especially in primary and secondary education. In this paper we draw attention to the limited use of the term in higher education, especially at (post-)graduate level. By describing and discussing a course entirely taught in English to students in a program titled Education for Science in Brazil, the authors expect to contribute to a broader understanding of the interrelations between specialized content and advanced communicative skills in English for academic purposes. By focusing on qualitative data on the collaborative writing of a paper in English, it is expected that this kind of classroom-based case study will contribute to better informed decisions related to internationalization of (post-)graduate programs among institutions that underscore the importance of English to help promote visibility and cooperation.

RESUMO Dificuldade nas habilidades de alfabetização são frequentemente observadas em crianças com Apraxia da Fala na Infância (AFI). Isso ocorre porque a linguagem oral tem relação direta com a aprendizagem da leitura e da escrita. O objetivo deste estudo foi avaliar o desempenho na tarefa de acurácia de uma intervenção integrada de consciência fonoarticulatória, habilidades motoras e letramento de três crianças com AFI. Três meninos com idade entre 5:3 e 5:8 anos, com AFI, receberam 2 horas semanais de sessões de terapia baseadas na alfabetização e habilidades motoras. As crianças foram avaliadas antes e após a terapia e em uma avaliação de manutenção 1 mês após o término do tratamento. As crianças melhoraram na tarefa de precisão, considerando o nível de seus déficits. A melhora foi mantida na avaliação de manutenção. A terapia baseada na alfabetização, considerando a consciência fonológica e as habilidades motoras, pode ajudar as crianças com AFI, mas a gravidade dos problemas de comunicação das crianças deve ser levada em consideração.

ABSTRACT Difficult in literacy skills are often seen in children with Childhood Apraxia of Speech (CAS). This occurs because oral language has direct relationship with reading and writing learning. The purpose of this study was to evaluate the performance in the accuracy task of an integrated phonoarticulatory awareness, motor skills and literacy intervention of three children with CAS. Three boys between 5;3 and 5;8 years of age, with CAS, were offered 2 hours per week of therapy sessions based on literacy and motor skills. The children were assessed before and after therapy and at a maintenance assessment 1 month after the treatment ceased. The children improved on the accuracy task considering their deficits level. Improvement was maintained at the maintenance assessment. Therapy based on literacy considering phonoarticulatory awareness and motor skills can help children with CAS, but the severity of the children’s communication problems must be taken into consideration.

Resumen: La sociedad de hoy exige que los futuros ciudadanos estén preparados en competencias digitales. Precisamente, el pensamiento computacional podría ser una de las maneras de propiciar esta nueva alfabetización. En la actualidad el pensamiento computacional poco a poco se está integrando al currículo de la escuela. En este sentido, el profesorado debe reflexionar sobre las habilidades que propicia esta forma de pensamiento en las personas estudiantes y de qué manera se puede llevar al aula. Por ello, el objetivo de este artículo es analizar estudios empíricos referentes a las habilidades asociadas y recursos didácticos para el desarrollo del pensamiento computacional. Para la revisión sistemática se ha realizado una búsqueda exhaustiva en dos bases de datos: EBSCO y SCOPUS entre los años 2017 y el primer semestre del 2021, obteniéndose 4888 artículos vinculados al pensamiento computacional en el campo educativo. Asimismo, se ha hallado que la robótica y el lenguaje de programación son los recursos que se emplearon con mayor frecuencia en las experiencias pedagógicas. La educación básica regular, con un 60%, es el nivel más estudiado. Por lo tanto, el pensamiento computacional es factible de ser llevado a las aulas desde edades tempranas, pero se hace necesario que las personas docentes conozcan las diferentes estrategias y lenguajes a fin de que el estudiantado adquiera estas habilidades.

Resumo: A sociedade de hoje exige que os futuros cidadãos estejam preparados em competências digitais. E o pensamento computacional poderia ser uma das maneiras de se apropriar dessa nova alfabetização. Atualmente, o pensamento computacional gradualmente está sendo incluído no currículo escolar. Nesse sentido, os professores devem refletir sobre as habilidades que fomentam essa forma de pensamento em nossos estudantes e de que maneira pode ser trazido à sala de aula. Portanto, o objetivo deste artigo é analisar estudos empíricos referentes às habilidades associadas e recursos didáticos para o desenvolvimento do pensamento computacional. Para a revisão sistemática foi realizada uma busca exaustiva, em duas bases dados: EBSCO e SCOPUS entre os anos 2017 e o primeiro semestre de 2021, obtendo-se 4888 artigos relacionados ao pensamento computacional na área educacional. Também, apontou que a robótica e a linguagem de programação são recursos que têm sido empregados com maior frequência nas experiencias pedagógicas. Sendo a 0 ensino fundamental regular, com 60%, o nível mais estudado. Portanto, o pensamento computacional é possível ser levado às salas de aula desde muito cedo, mas é necessário que os professores conheçam as diferentes estratégias e linguagens para que os estudantes adquiram essas habilidades.

Summary: Today's society requires that future citizens be prepared in digital skills. Precisely, computational thinking could be one of the ways to promote this new literacy. At present, computational thinking is gradually being integrated into the school curriculum. In this sense, teachers should reflect on the skills that this way of thinking fosters in our students and how it can be brought into the classroom. Therefore, the object of this article is to analyze empirical studies regarding associated skills and didactic resources for the development of computational thinking. For the systematic review, an exhaustive search was carried out in two databases: EBSCO and SCOPUS between the years 2017 and the first semester of 2021, obtaining 4888 articles related to computational thinking in the educational field. Likewise, robotics and the programming language have been found to be the most frequently used resources in pedagogical experiences, being regular basic education, with 60%, the most studied level. Therefore, computational thinking is feasible to be brought into the classroom from an early age, but it is necessary for teachers to know the different strategies and languages in order for students to acquire these skills.