Resumen Introducción: los fisioterapeutas y fonoaudiólogos como profesionales de la salud generan impacto en el rol educativo realizando acciones dentro de sus competencias de detección temprana y oportuna de las alteraciones que se presentan frecuentemente en educación inicial y preescolar a nivel de los procesos motores y comunicativos. Objetivo: realizar una reflexión sobre el rol del fisioterapeuta y el fonoaudiólogo en la educación inicial y preescolar de niños en Colombia. Reflexión: es necesaria la inclusión de los fisioterapeutas y los fonoaudiólogos en el sector educativo, formando grupos interdisciplinares en conjunto con los docentes, familias, e instituciones educativas con el fin de impactar positivamente en el bienestar comunicativo y desarrollo motor de la población que se encuentra en educación inicial y preescolar. Conclusión: se resalta la importancia de incluir a los fisioterapeutas y fonoaudiólogos en el equipo interdisciplinar en el sector educativo, con el fin de abordar de manera temprana las dificultades que puedan generarse a nivel comunicativo y en el desarrollo motor.

Abstract Introduction: Health professionals such as physiotherapists and speech therapists, within their competences, generate an impact on the educational role by carrying out early and opportune detection actions of the alterations that frequently occur in initial and preschool education at the level of motor and communication processes. Objective: To make a reflection on the role of the physiotherapist and speech therapist in the initial and preschool education of children in Colombia. Reflection: It is important to highlight and recognize the importance of including physiotherapists and speech therapists in the education sector in such a way that it can impact the population that is in initial and preschool education, forming interdisciplinary groups together with teachers, families, and schools, to impact the communicative well-being and motor development. Conclusion: When making the reflection, the importance of including physiotherapists and speech therapists in the interdisciplinary team of the educational sector is highlighted, to approach the difficulties that may be generated at the communicative level and in motor development in an early stage.

Abstract Digital storytelling apps can be suitable for stimulating and assessing oral communicative competence, which consists of the linguistic, sociolinguistic and pragmatic competences. Therefore, after evaluating the immersive potential of the app Imagistory and its ability to foster oral production in early childhood education, this empirical research-non experimental, descriptive and observational-focuses on: 1) assessing the oral communicative competence of early childhood education students (N=93), through the recording of their oral speech via this app, and 2) identifying the relationship between the competence level showed and the engagement generated by the narrative task with the app. The methodology is mixed: qualitative, attached to the hermeneutic paradigm-as the researchers analyses the content of the stories created considering the indicators related to the oral communicative competence-, and, quantitative, linked to the statistical treatment of data collected with an instrument designed and validated (α=0.805). The results highlight a medium-high competence level of the students, regardless of their age and genre. Good pronunciation is detected as well as a correct use of morphological elements, verbal tenses, and vocabulary in their oral productions. This competence correlates significantly with the engagement generated by the app. The sequence of illustrations included has increased their interest, curiosity, and immersion in the story, thus contributing to the creation of a coherent and cohesive oral story. In conclusion, these tools allow assessing the oral speech in early childhood, developing the initial diagnosis of this competence, detecting their limitations, and verifying their progress.

Resumen Las apps creadoras de relatos digitales pueden ser idóneas para estimular y evaluar la competencia comunicativa oral, explicada a partir de las competencias lingüística, socio-lingüística y pragmática. Así, tras evaluar el potencial inmersivo y la capacidad para potenciar la producción verbal en la Educación Infantil de la app Imagistory, esta investigación empírica -no experimental, descriptiva y observacional- se centra en: 1) evaluar la competencia comunicativa oral del alumnado de educación infantil (N=93) mediante el registro de sus producciones orales utilizando dicha app, y 2) identificar la relación entre el nivel competencial mostrado y el engagement suscitado por la tarea narrativa apoyada en la app. La metodología es mixta: ‘cualitativa’, adscrita al paradigma hermenéutico, pues los investigadores analizan el contenido de los relatos elaborados atendiendo a indicadores intrínsecos a la competencia comunicativa oral y, ‘cuantitativa’, ligada al tratamiento estadístico de los datos recabados con un instrumento diseñado y validado (α=0,805). Los resultados subrayan un nivel competencial del alumnado medio-alto, independientemente de la edad y género, detectándose la buena pronunciación y uso correcto de elementos morfológicos, tiempos verbales y vocabulario en sus producciones orales. Esta competencia se correlaciona significativamente con el engagement suscitado por la app. La secuencia de ilustraciones que presenta ha incrementado su interés, curiosidad e inmersión en la historia, lo que contribuye a la construcción de un relato oral coherente y cohesionado. En conclusión, estas herramientas permiten evaluar el discurso oral en primeras edades, elaborar el diagnóstico inicial de esta competencia, detectar las limitaciones del alumnado y constatar su progreso.

Resumen: Partiendo del supuesto de que la supervisión puede favorecer la innovación pedagógica, se realizó un estudio de caso en el contexto de prácticas en un curso de formación inicial para profesores de francés en Mozambique, con el objetivo de comprender en qué medida la supervisión promueve prácticas alineadas con tendencias actuales en la enseñanza de idiomas, en el marco de una formación reflexiva. Se recurrió a la encuesta por cuestionario a los actores de las prácticas y al análisis de dos libros de texto adoptados en las escuelas. Los resultados indican acercamientos entre las actividades didácticas y un enfoque comunicativo e intercultural, pero también limitaciones en el desarrollo de la autonomía de los estudiantes y en la promoción de habilidades profesionales de reflexión, investigación e innovación. A partir de los resultados del estudio, se destacan implicaciones para mejorar la relación entre supervisión e innovación en el contexto de las prácticas.

Resumo: Partindo do pressuposto de que a supervisão pode favorecer a inovação pedagógica, foi realizado um estudo de caso no contexto do estágio de um curso de formação inicial de professores de Francês em Moçambique, com a finalidade de compreender em que medida a supervisão promove práticas alinhadas com tendências atuais da educação em línguas, no quadro de uma formação reflexiva. Recorreu-se ao inquérito por questionário aos atores do estágio e à análise de dois manuais escolares adotados nas escolas. Os resultados indicam aproximações das atividades didáticas a uma abordagem comunicativa e intercultural, mas também limitações no desenvolvimento da autonomia dos alunos e na promoção de competências profissionais de reflexão, investigação e inovação. Com base nos resultados do estudo, são apontadas implicações para a melhoria da relação entre supervisão e inovação no contexto de estágio.

Abstract: Assuming that supervision can favor pedagogical innovation, a case study was carried out in the practicum of in a pre-service program for French teachers in Mozambique, with the aim of understanding the extent to which supervision promotes practices aligned with current trends in language education, within the framework of reflective teacher education. A questionnaire survey was used with the practicum actors and two textbooks adopted in schools were analyzed. The results indicate approaches between teaching activities and a communicative and intercultural approach, but also shortcomings in the development of learner autonomy and in the promotion of professional competences for reflection, research, and innovation. Based on the study results, implications are drawn for improving the relationship between supervision and innovation in the practicum context.

RESUMEN Introducción: el dominio de procedimientos en salud no es suficiente en las competencias exigidas por la sociedad para el estomatólogo, la habilidad para comunicarse con el paciente y generar confianza es esencial. Resulta de gran utilidad el enfoque de ciencia y tecnología para solucionar esta problemática. Objetivo: fundamentar los aspectos teóricos relacionados con la rúbrica como propuesta para evaluar las habilidades comunicativas en estudiantes de Estomatología desde el enfoque de ciencia y tecnología. Métodos: se realizó una revisión narrativa mediante el análisis y síntesis de los contenidos encontrados en la búsqueda documental siguiendo un proceso histórico-lógico. La búsqueda se realizó entre septiembre y noviembre de 2023, con los motores científicos Scielo y Google Scholar; de los artículos revisados se utilizaron 24 para el estudio. Desarrollo: varios constructos han abordado, desde la ciencia, las dimensiones necesarias para lograr la evaluación de las habilidades comunicativas y muestran las formas más adecuadas. La propuesta de rúbrica para evaluarlas en estudiantes de Estomatología, desde la tecnología, constituye un aporte coherente con las competencias profesionales del siglo XXI y constituye una respuesta adecuada a la problemática social planteada. Conclusiones: la rúbrica como instrumento para medir habilidades comunicativas, con la integración de enfoques interdisciplinarios, puede ser la solución a un problema social relevante y contribuir a elevar la calidad de la atención estomatológica y la satisfacción del paciente.

ABSTRACT Background: the mastery of health procedures is not enough in the competencies demanded by society for the stomatologist, the ability to communicate with the patient and generate trust is essential. The science and technology approach is very useful to solve this problem. Objective: to establish the theoretical aspects related to the rubric as a proposal to evaluate communication skills in Stomatology students from the science and technology approach. Methods: a narrative review was carried out through the analysis and synthesis of the contents found in the documentary search following a historical-logical process. The search was carried out between September and November 2023, using the scientific engines Scielo and Google Scholar; 24 of the articles reviewed were used for the study. Development: several constructs have addressed, from science, the dimensions necessary to achieve the evaluation of communicative skills and show the most appropriate forms. The rubric proposal to evaluate them in Stomatology students, from technology, constitutes a coherent contribution to the professional competences of the 21st century and is an adequate response to the social problem posed. Conclusions: the rubric as an instrument to measure communication skills, with the integration of interdisciplinary approaches, may be the solution to a relevant social problem and contribute to increase the quality of stomatological care and patient satisfaction.

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

Resumen La lectoescritura posibilita la comunicación e interacción de las personas con el mundo. En el caso de estudiantes de educación media superior, esta actividad se refleja en el rendimiento escolar y es fundamental para adquirir otros aprendizajes. Cuando el estudiante no ha desarrollado correctamente esta habilidad, se convierte en un problema que afecta todas sus dimensiones relacionales. Por este motivo se planteó identificar las principales dificultades que enfrenta el alumnado en relación con los códigos de lectoescritura en educación media superior, así como el contexto de producción de los escritos. La metodología se basó en el enfoque cualitativo de carácter exploratorio, utilizando el método de análisis de contenido. La información se obtuvo mediante la recolección de 100 documentos elaborados por 20 estudiantes de primer año de educación media superior de una institución privada del Estado de Puebla. El análisis y categorización de los escritos se realizó con el software ATLAS.ti versión 9.0.7. Los resultados que se muestran en este trabajo parten del análisis de tres textos de producción estudiantil: cuaderno de viaje, ensayo y anecdotario. Se concluye que las prácticas de lectoescritura muestran los rasgos que definen las competencias comunicativas asimiladas en el transcurso de la vida escolar, su funcionamiento y cómo se relacionan los y las estudiantes con la sociedad. Lo que permite reflexionar sobre el diseño de nuevas estrategias de enseñanza-aprendizaje de la lectoescritura.

Abstract Reading and writing enable communication and interaction between people and the world. In the case of high school students, this activity is reflected in school performance and is essential for acquiring knowledge. When students have not developed this skill correctly, it becomes a problem that affects all their relational dimensions. For this reason, it was proposed to identify the main difficulties faced by students in relation to literacy codes in high school, as well as the context of production of the writings. The methodology was based on the exploratory qualitative approach, using the content analysis method. The information was obtained from one hundred documents written by twenty first-year high school students from a private institution in the State of Puebla. The analysis and categorization of the writings was carried out with ATLAS.ti software, 9.0.7 version. The results shown in this paper are based on the analysis of three types of texts produced by the students: travelogue, essay, and anecdote paper. It is concluded that such literacy practices give proof of the abilities that define the communicative competences assimilated during school life, how they function and how students relate to society. This makes it possible to think about designing new teaching-learning strategies for literacy.

Resumen El propósito fundamental de aprender el idioma inglés es poder comunicarse, ya sea para acceder a un puesto laboral, por turismo o estar a la vanguardia de los últimos adelantos científicos que son publicados en este idioma. Lamentablemente, en el modelo educativo asumido en el Perú existen deficiencias que impiden su desarrollo, debido a una falta de claridad con respecto al método o enfoque para enseñar habilidades de expresión oral en los estudiantes. El objetivo de esta investigación es analizar la evidencia existente sobre la importancia del desarrollo de la competencia comunicativa del idioma inglés en los estudiantes de educación superior e identificar aquellos métodos o estrategias que resultan ser más eficaces para el desarrollo de esta. La metodología empleada corresponde a la revisión de trabajos de estudio, indexados en bases de datos reconocidas como Scopus, Scielo y Google Scholar; el tipo de investigación es cuantitativo, basado en un análisis documental y descriptivo de textos a nivel mundial. En el estudio se pudo revelar que la mayoría de los autores consideran que el desarrollo de la competencia comunicativa es de carácter imperante y fundamental para el dominio absoluto de este idioma y, a su vez, es una de las competencias más difíciles de lograr debido a su complejidad.

Abstract The fundamental purpose of learning English is to communicate, whether to access a job, for tourism, or to be at the forefront of the latest scientific advances published in this language. Unfortunately, in the educational model used in Peru, some deficiencies impede its development due to a lack of clarity regarding the method or approach used to teach oral expression skills to students. This research aims to analyze the existing evidence on the importance of the development of English language communicative competence in higher education students and to identify those methods or strategies that prove to be more effective for its development. The methodology used corresponds to the review of studies indexed in recognized databases such as Scopus, Scielo, and Google scholar; the type of research is quantitative, based on a documentary and descriptive analysis of texts worldwide. The study revealed that most authors consider the development of communicative competence imperative and fundamental for the absolute mastery of this language; at the same time, it is one of the most difficult competences to achieve due to its complexity.

Resumo O propósito fundamental de aprender a língua inglesa é poder comunicar, quer seja para aceder a um emprego, para turismo ou para estar na vanguarda dos últimos avanços científicos que são publicados nesta língua. Infelizmente, no modelo educativo adoptado no Peru, existem deficiências que impedem o seu desenvolvimento, devido à falta de clareza quanto ao método ou abordagem do ensino das capacidades de expressão oral dos estudantes. O objectivo desta investigação é analisar as provas existentes sobre a importância do desenvolvimento da competência comunicativa em inglês nos estudantes do ensino superior e identificar os métodos ou estratégias mais eficazes para o desenvolvimento desta competência. A metodologia utilizada corresponde à revisão de estudos indexados em bases de dados reconhecidas como Scopus, Scielo e Google scholar; o tipo de investigação é quantitativa, baseada numa análise documental e descritiva de textos em todo o mundo. O estudo revelou que a maioria dos autores considera que o desenvolvimento da competência comunicativa é essencial e fundamental para o domínio absoluto desta língua e, ao mesmo tempo, uma das competências mais difíceis de alcançar devido à sua complexidade.

RESUMEN Actualmente el proceso de gestión se convierte en una herramienta imprescindible para el desempeño eficaz del Ingeniero Industrial. Indiscutiblemente es un profesional que se especializa en la búsqueda e interacción constante de estrategias en los escenarios comunicativos para la mejora de los procesos productivos y de servicios en el entorno de las organizaciones. El trabajo tiene el propósito de exponer los resultados alcanzados en un estudio concerniente al desarrollo de la gestión metacomunicativa en el proceso formativo del Ingeniero Industrial. Se definen y contextualizan las premisas didácticas a partir de un sistema de acciones didácticas que permiten emprender la formación y desarrollo de competencias metacomunicativas desde el proceso formativo. Se emplearon como métodos el análisis documental, la sistematización teórica para la construcción de los fundamentos conceptuales que se proponen, la modelación de acciones metodológicas para la gestión metacomunicativa en el proceso formativo del ingeniero industrial. Se observaron diferentes actividades desde el proceso formativo con el propósito de evaluar la efectividad de la propuesta donde se evidenció una comunicación bidireccional, democrática, participativa y dialógica.

ABSTRACT Currently the management process becomes an essential tool for the effective performance of the Industrial Engineer. Unquestionably, he is a professional who specializes in the constant search and interaction of strategies in communicative scenarios for the improvement of production processes and services in the environment of organizations. The purpose of the work is to expose the results achieved in a study concerning the development of metacommunicative management in the training process of the Industrial Engineer. The didactic premises are defined and contextualized from a system of didactic actions that allow undertaking the training and development of metacommunicative competences from the training process. The documentary analysis, the theoretical systematization for the construction of the conceptual foundations that are proposed, the modeling of methodological actions for the metacommunicative management in the training process of the industrial engineer were used as methods. Different activities were observed from the training process with the purpose of evaluating the effectiveness of the proposal where a bidirectional, democratic, participatory and dialogical communication was evidenced.

RESUMEN La Enseñanza Comunicativa de Idiomas (CLT, por sus siglas en inglés) es un enfoque de la enseñanza de idiomas que enfatiza la interacción como el medio y el objetivo final del estudio de un idioma. Este método se enfoca en la comunicación en lugar de solo la memorización y la gramática, y alienta a los estudiantes a interactuar entre ellos y con los instructores en clase y fuera de clase utilizando diferentes materiales audiovisuales, experiencias personales y conversaciones sobre temas del mundo real como base para el aprendizaje. De esta manera, el objetivo de CLT es desarrollar la capacidad de los estudiantes para comunicarse de manera efectiva, en lugar de solo dominar/memorizar reglas gramaticales. Dada su importancia, el objetivo de este artículo es discutir algunos aspectos del aprendizaje comunicativo desde varios aspectos metodológicos, métodos y técnicas para la formación de competencias comunicativas en la enseñanza del ruso como lengua extranjera, específicamente en las escuelas de Azerbaiyán. La investigación permitió comprobar que la organización sistemática del material educativo es de gran relevancia en la enseñanza, por lo que se debe prestar atención a la elección de principios para la selección del material lingüístico y la presentación de este material por los medios más eficaces, así como la eficacia del uso de métodos interactivos en la enseñanza del ruso como lengua extranjera. Además, al aplicar las técnicas CLT, los maestros actúan como facilitadores en lugar de instructores, y las actividades del aula se eligen en función de su eficacia en el desarrollo del lenguaje y las habilidades de comunicación, lo que requiere una excelente preparación del maestro. Finalmente, si bien CLT ha tenido una gran influencia en el campo de la enseñanza de idiomas, también se ha enfrentado a importantes críticas y no es universalmente aceptado, pero su potencial y beneficios son dignos de valor.

ABSTRACT Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes interaction as the means and end goal of studying a language. This method focuses on communication rather than just memorization and grammar, and encourages students to interact with each other and with instructors in class and outside of class using different audiovisual materials, personal experiences, and conversations about real-world topics as a basis for learning. In this way, the goal of CLT is to develop students' ability to communicate effectively, rather than just mastering/memorizing grammatical rules. Given its importance, the objective of this article is to discuss some aspects of communicative learning from various methodological aspects, methods and techniques for the formation of communicative competences in the teaching of Russian as a foreign language, specifically in Azerbaijani schools. The investigation made it possible to verify that the systematic organization of educational material is of great relevance in teaching, so attention must be paid to the choice of principles for the selection of linguistic material and the presentation of this material by the most effective means, as the effectiveness of the use of interactive methods in teaching Russian as a foreign language. In addition, while applying CLT techniques teachers act as facilitators rather than instructors, and classroom activities are chosen based on their effectiveness in developing language and communication skills, which requires excellent teacher preparation. Finally, while CLT has been highly influential in the field of language teaching, it has also faced significant criticism and is not universally accepted but its potential and benefits are to value.

ABSTRACT The aim of the present study is twofold: 1 to investigate the strategies used by a group of trainee teachers during the implementation via WhatsApp of pre-task activities inspired by the autobiographical approach; 2. to analyse whether and how learners show emotional engagement through online messages, referred here as the ability to express their own personal sphere in the host country’s language. The case study consists of the observation of 900 WhatsApp messages sent over a period of 39 days, aimed at carrying out 9 pre-task activities to enhance the intra-personal emotional sphere. The data were collected during an Italian L2 course designed for students of A2 level according to Common European Framework of Reference for languages (CEFR) with a multilingual and multicultural background and taught by trainee teachers. The quantitative-qualitative survey, carried out on the basis of studies analysing digital communication and supported by the autobiographical approach, shows that pre-tasks offered the community of practice the opportunity to go beyond the teaching activity and to build an affiliate network with emotionally engaging communicative spaces, enriched by iconographic material and stylistically and linguistically refined life stories. From a professional perspective, the study shows the path taken by trainee teachers to acquire skills and competences – stylistic, pragmatic, linguistic, interactional and emotional – necessary to foster forms of affective and inclusive language learning through multimodal resources. twofold pretask pre task approach 2 countrys country s 90 3 days intrapersonal intra L A CEFR (CEFR quantitativequalitative quantitative qualitative survey pretasks tasks spaces stories perspective stylistic pragmatic linguistic resources

RESUMO Este estudo tem um duplo propósito: 1. investigar as estratégias utilizadas por um grupo de formandos durante a realização de pré-task inspiradas na abordagem autobiográfica e implementadas via WhatsApp; 2. analisar se e como os aprendizes manifestam formas de envolvimento emocional nas mensagens online, entendidas aqui como a capacidade de saber expressar sua própria esfera subjetiva na língua do país de acolhimento. Trata-se de um estudo de caso, baseado na observação de 900 mensagens enviadas via WhatsApp ao longo de 39 dias e destinadas à realização de 9 pré-task que potencializam a esfera emocional intrapessoal. Os dados foram coletados durante um curso de italiano L2/LS destinado a alunos com formação plurilíngue e pluricultural no nível A2 do Volume Complementar do QECR (2018) e ministrado por professores estagiários. A investigação quanti-qualitativa, realizada a partir de estudos que analisam a comunicação digital e auxiliada pela abordagem autobiográfica, mostra que os pré-task têm oferecido à comunidade de prática a possibilidade de ir além da atividade didática e construir uma rede de afiliação com espaços de comunicação emocionalmente envolventes, enriquecidos por suportes iconográficos e testemunhos de vida que denotam requinte estilístico e linguístico. Do ponto de vista profissional, o estudo destaca o caminho percorrido pelos professores estagiários para a aquisição de habilidades e competências – estilísticas, pragmáticas, linguísticas, interacionais e emocionais – necessárias para fomentar formas de aprendizagem afetiva e inclusiva de línguas por meio de recursos multimodais. propósito 1 prétask pré task 2 online acolhimento Tratase Trata caso 90 3 intrapessoal L2LS LLS L2 LS L 2018 (2018 quantiqualitativa, quantiqualitativa quanti qualitativa, qualitativa quanti-qualitativa envolventes linguístico profissional estilísticas pragmáticas linguísticas multimodais 201 (201 20 (20 (2 (

Abstract This paper reports the impact of a type of m-learning on developing students’ linguistic and communicative competence in English as a second language. This study is a Mexican-based case using Duolingo to improve virtual courses in higher education students whose first language is Spanish. This study is a quasi-experimental research that analyzed pre-test and post-test results on a sample of 40 participants (control group of 20 participants and experimental group of 20 participants). The measuring instruments were designed for this specific study and focused on testing the six components of linguistic competence according to CEFR at level A2 (2018). A pilottest was previously conducted, and pre-test (0.81) and post-test (0.98) coefficients were considered acceptable according to Cronbach’s Alpha. This study addressed the following questions: a) How does Duolingo contribute to the development of linguistic competence in higher education students and support English learning in virtual courses via the m-learning methodology? and b) Which components were improved in student´s linguistic competence after using Duolingo? Results revealed a profound improvement in the experimental group participants. The post-test result of the experimental group is superior ( M=43.75) compared with the control group (M=30.35), mainly in the phonological control (+5.20) and the orthographic control (+2.65) compared with the control group, whose score slightly increased primarily attributed to the English virtual classes. mlearning m Mexicanbased Mexican based Spanish quasiexperimental quasi pretest pre test posttest post 4 2 . participants) 2018. 2018 (2018) conducted 0.81 081 0 81 (0.81 0.98 098 98 (0.98 Cronbachs Cronbach s Alpha questions methodology b student M=43.75 M4375 M 43 75 M=30.35, M3035 M=30.35 , 30 35 (M=30.35) +5.20 520 5 (+5.20 +2.65 265 65 (+2.65 classes 201 (2018 0.8 08 8 (0.8 0.9 09 9 (0.9 M=43.7 M437 7 M303 M=30.3 3 (M=30.35 +5.2 52 (+5.2 +2.6 26 6 (+2.6 (201 0. (0. M=43. M43 M30 M=30. (M=30.3 +5. (+5. +2. (+2. (20 (0 M=43 M4 M3 M=30 (M=30. +5 (+5 +2 (+2 (2 M=4 M=3 (M=30 + (+ M= (M=3 (M= (M

Resumo Este documento relata o impacto de um tipo de m-learning no desenvolvimento da competência linguística e comunicativa dos estudantes em inglês como segunda língua. Este estudo é um caso mexicano que usa Duolingo para melhorar cursos virtuais voltados para estudantes do ensino superior cuja língua materna é o espanhol. Trata-se de uma pesquisa quase-experimental que analisou resultados pré e pós-testes em uma amostra de 40 participantes (grupo controle de 20 participantes e grupo experimental de 20 participantes). Os instrumentos de medição foram projetados para este estudo específico e se concentraram em testar os seis componentes da competência linguística de acordo com o CEFR no nível A2 (2018). Um teste piloto foi conduzido anteriormente e os coeficientes de pré-teste (0,81) e pós-teste (0,98) foram considerados aceitáveis de acordo com o Alfa de Cronbach. Este estudo abordou as seguintes questões: a) Como o Duolingo contribui para o desenvolvimento da competência linguística de estudantes do ensino superior e apoia a aprendizagem do inglês em cursos virtuais através da metodologia m-learning?; e b) Quais componentes foram melhorados na competência linguística do estudante após o uso do Duolingo? Os resultados revelaram uma profunda melhoria nos participantes do grupo experimental. O resultado pós-teste do grupo experimental foi superior (M=43,75) em comparação ao grupo controle (M=30,35), principalmente no controle fonológico (+5,20) e no controle ortográfico (+2,65), cuja pontuação aumentou ligeiramente, o que se atribui principalmente às suas aulas virtuais de inglês. mlearning m learning espanhol Tratase Trata quaseexperimental quase póstestes pós testes 4 2 participantes. . participantes) A 2018. 2018 (2018) préteste 0,81 081 0 81 (0,81 pósteste 0,98 098 98 (0,98 Cronbach questões m-learning? b M=43,75 M4375 M 43 75 (M=43,75 M=30,35, M3035 M=30,35 , 30 35 (M=30,35) +5,20 520 5 (+5,20 +2,65, 265 +2,65 65 (+2,65) ligeiramente 201 (2018 0,8 08 8 (0,8 0,9 09 9 (0,9 M=43,7 M437 7 (M=43,7 M303 M=30,3 3 (M=30,35 +5,2 52 (+5,2 26 +2,6 6 (+2,65 (201 0, (0, M=43, M43 (M=43, M30 M=30, (M=30,3 +5, (+5, +2, (+2,6 (20 (0 M=43 M4 (M=43 M3 M=30 (M=30, +5 (+5 +2 (+2, (2 ( M=4 (M=4 M=3 (M=30 + (+ (+2 M= (M= (M=3 (M

ABSTRACT In this research, we intend to study the role of art in the creative process, in engineering courses at the Universidade Tecnológica Federal do Paraná, as a technological innovation factor. This qualitative research is characterised as a method for adopting a naturalistic and descriptive perspective. The sample is composed of students and graduates (10); teachers, coordinators and directors of Education of the Pato Branco Campus (10); Dean (1); Entrepreneurs (4). In the analysis and discussion of results from semi-structured interviews, we opted for Content Analysis, having in perspective the Theory of Social Representations of Moscovici (1978). Among the main conclusions, we highlight the valorisation of creative, interpersonal and communicative skills as fundamental competences in the formation of an engineer. It is also highlighted that the role of art in engineering can enhance creativity and constitute a factor of technological innovation. This can promote the imagination and the capacity for necessary and fundamental abstraction in the design of engineering projects and the communicational plan. The integration of art in formal training, at the moment, does not constitute an institutional option, nor does it contribute to a significant dialogical relationship between curricular activities and extracurricular artistic activities.

Abstract The development of the communicative competence in English is one of the topics that have arisen nowadays in the teaching-learning process at higher education level. This article is aimed at critically reflecting on the importance of developing the communicative competence of English professionals during their training and at proposing a methodological strategy at this level to improve the academic quality of the process. At present, the way activities are carried out in the English teaching-learning process hinders the development of the students’ communicative competence. It is seen as a mechanical and positivist process, which limits them from successfully conveying an oral and/or written message. The main two results of this research are the positive impact of deeply studying the development of communicative competence on higher education level and the proposal of the methodological strategy which should guarantee its development. As a conclusion, this research allowed to identify the most frequent difficulties professionals have in the English teaching-learning process in order to present the methodological strategy.

Resumen El desarrollo de la competencia comunicativa es una de las temáticas que más auge ha tenido a nivel de estudios superiores en el proceso de enseñanza-aprendizaje del idioma inglés. Se reflexiona acerca de la importancia que tiene el desarrollo de la competencia comunicativa en la formación de los profesionales de inglés con el único propósito de adoptar, ejecutar, socializar y potenciar estrategias metodológicas de alto nivel que eleven la calidad académica de este proceso y contribuyan a formar estudiantes competentes. En la actualidad, la forma en que se dinamizan las actividades todavía no tributa al desarrollo de la competencia comunicativa sino que el proceso de enseñanza-aprendizaje ocurre de forma mecánica y con una tendencia positivista. Dicho proceso genera limitantes en el desempeño de los estudiantes de forma oral o escrita a partir de la comprensión auditiva y de lectura. Los principales resultados de esta investigación son el impacto positivo del estudio profundo acerca del desarrollo de competencia comunicativa a nivel superior y la propuesta de una estrategia metodológica que potencie su desarrollo. Se concluye que el estudio profundo y reflexivo de la problemática planteada y el análisis crítico de su incidencia en el proceso de enseñanza-aprendizaje posibilitaron el diseño de la estrategia metodológica a partir de las dificultades identificadas.

ABSTRACT An undeniable challenge in the current training scenario has been the accelerated use of educational technologies for educational purposes to achieve sustainable social and economic development based on knowledge. Consequently, new requirements, demands and challenges have arisen in the educational field, making it necessary to redefine the role of teachers as the cornerstone of the quality of education, and in turn, the approach of new methodological approaches, tools and teaching strategies that give prominence to the student as an active, participatory, autonomous, creative and reflective subject in the construction of his own knowledge. The work presented here constitutes a pedagogical experience and at the same time a partial result of the experiences that teachers and students have faced, in a dynamic and constantly changing environment, with the purpose of developing new pedagogical skills and competences in the digital environment. This work aims at revealing the impacts of such experience.

RESUMEN Un desafío innegable en el escenario de formación actual ha sido el uso acelerado de las tecnologías educativas con fines educativos para lograr un desarrollo social y económico sostenible basado en el conocimiento. En consecuencia, se han planteado nuevas exigencias, demandas y desafíos al ámbito educativo, siendo necesario redefinir el papel del profesorado, como piedra angular de la calidad de la educación, y a su vez, el planteamiento de nuevos enfoques metodológicos, herramientas y estrategias didácticas que den protagonismo al discente como sujeto activo, participativo, autónomo, creativo y reflexivo en la construcción de su propio conocimiento. El trabajo que se presenta constituye una experiencia pedagógica y a la vez un resultado parcial de las experiencias que docentes y discentes han enfrentado, en un entorno dinámico y en constante transformación, con el propósito de desarrollar nuevas aptitudes y competencias pedagógicas en el entorno digital. Este trabajo tiene como propósito revelar los impactos derivados de esta experiencia.

Resumo Na pesquisa em didática multilíngue, a abordagem comunicativa deu lugar a um novo desenvolvimento ligado à interculturalidade (NEUNER 2009: 2). Nesse contexto, a chamada mediação linguística (ML) alcançou o status de quinta habilidade - ao lado das habilidades linguísticas de Lesen, Schreiben, Hören e Sprechen. A literatura especializada reúne diferentes atividades comunicativas tais como “tradução, interpretação, resumos paráfrases” sob a ideia de ML (EUROPARAT 2001: 25; 89-90). Sendo uma competência voltada à ação, a ML requer o desenvolvimento e aprofundamento de abordagens e métodos, bem como materiais e conteúdos específicos. No contexto da formação de professores de Língua Alemã no Brasil, pouca atenção sistematizada ainda é dada à da ML como possibilidade de desenvolvimento da aprendizagem consciente de línguas. O artigo tem como objetivo apresentar reflexões teórico-práticas sobre exercícios de ML desenvolvidos com um grupo de estudantes da Habilitação Português-Alemão sem conhecimentos prévios de técnicas de interpretação. Estes possibilitaram a introdução de técnicas de Interpretação na formação de professores através de atividades adequadas aos objetivos e perfil do grupo em questão. Objetivou-se fomentar conhecimentos culturais e linguísticos de tal forma que os alunos sejam não apenas sensibilizados em relação à dimensão multicultural da interlocução mas que também disponham de instrumentos para lidar de forma criativa com a própria aprendizagem de LE.

Abstract Within the research on multilingual didactics, the communicative approach ended up giving way to new developments linked to interculturality (NEUNER 2009: 2). In foreign language teaching, the so-called linguistic mediation (LM) was considered to be the fifth competence - alongside the linguistic competences of Lesen, Schreiben, Hören and Sprechen. The specialized literature brings together different communicative activities such as „translation, interpretation, paraphrase summaries“ under the umbrella concept of LM (EUROPARAT 2001: 25; 89-90). Linguistic mediation is an action-oriented competence and requires further development of approaches and methods, as well as specific materials and contents. In the context of the training of German language teachers in Brazil, little systematic attention is still given to LM as a possibility for the development of conscious language learning. The article aims to present theoretical and practical reflections on LM exercises developed with a group of ‘Portuguese-German’ double major students without previous knowledge of (conference) interpreting techniques. These exercises enabled the introduction of (conference) interpreting techniques in the training of teachers through activities well suited to the objectives and profile of the group. The goal was to promote cultural and linguistic knowledge in such a way that students were not only sensitized towards multicultural dimensions of dialogical encounters, but that they also developed instruments to deal creatively with their own learning of FL.

Zusammenfassung Der Forschungsbereich der Mehrsprachigkeitsdidaktik hat sich als „Weiterentwicklung des kommunikativen Ansatzes” etabliert (NEUNER 2009:2) und die Sprachmittlung (SM) ist - als sogenannte fünfte Fertigkeit neben den vier Fertigkeiten ‚Hören‘, ‚Sprechen‘, ‚Schreiben‘ und ‚Lesen‘ - zunehmend ins Visier von Didaktikern gerückt. In der Fachliteratur werden verschiedene Aktivitäten sprachlicher Art “wie Übersetzen, Dolmetschen, Zusammenfassen und Paraphrasieren” unter dem Konzept der SM (EUROPARAT 2001: 25; 89-90) zusammengefasst. Die SM als handlungsorientierte Kompetenz bedarf einer Reihe von spezifischen Ansätzen, Methoden, Konzepten, Materialien und Inhalten. Im Rahmen des Studiums des Faches Deutsch als Fremdsprache im Bundesstaat Rio de Janeiro wird der SM bislang noch sehr wenig systematisierte Aufmerksamkeit als Möglichkeit zur Entwicklung des Sprachlernbewusstseins gewidmet. Der vorliegende Beitrag zielt darauf hinab, die theoretisch angeleiteten und praxisorientierten Überlegungen über durchgeführte Übungssequenzen im Bereich Sprachmittlung in einer Studierendengruppe des Doppelstudiengangs portugiesische und deutsche Literatur- und Sprachwissenschaft ohne Dolmetschkenntnisse vorzustellen. Durch Übungsangebote werden Elemente der Dolmetschwissenschaft gezielt und zielgruppengemäß in die DaF-Ausbildung eingeführt. Das Ziel der Durchführung von Übungssequenzen besteht darin, kulturelle und sprachliche Kenntnisse miteinander zu kombinieren und Studierende nicht nur für die Thematik zu sensibilisieren, sondern ihnen auch Werkzeuge mit auf den Weg zu geben, damit sie kreativer mit der Fremdsprache umgehen können.