Articles publicats (Llengües i Literatures Estrangeres)
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- ItemOpen AccessEnhancing genre pedagogy and teacher wellbeing in ESP: Reflections from an action research(Asociación Europea de Lenguas para Fines Específicos ( AELFE ), 2025) Diert-Boté, Irati; Moncada-Comas, Balbina; Martin-Rubió, XavierThis study investigates an action research (AR) in an English for Specific Purposes (ESP) course which focuses on improving teaching methods by means of a genre pedagogy and on enhancing teacher wellbeing through a sustainable teaching environment. The paper centers on the AR’s reflective stage where three ESP teachers, employing collaborative autoethnography, discussed teaching practices, material adaptation challenges, and implemented changes via online journals and discussions. The study aims to assess the impact of AR participation on teachers’ genre pedagogy application and to understand its effects on their wellbeing. Findings suggest that reflective practices significantly increased teachers’ genre pedagogy awareness and implementation, leading to a professional shift in the course. Additionally, reflections on teacher wellbeing reveal substantial stress due to large class sizes and diverse student needs, with individual teaching styles further affecting personal wellbeing and job satisfaction. The study highlights the importance of structured, reflective approaches in AR for enhancing teaching quality and teacher wellbeing.
- ItemOpen Access“Escriure és viure amb més intensitat”: conversa sobre la creativitat i el pas del temps amb Maria Barbal(Universitat de Barcelona, Facultat de Filologia i Comunicació, 2019-12-18) Oró Piqueras, Maricel
- ItemOpen AccessInvestigating learners’ affective relationships with their foreign languages: From amotivation to love(Faculty of Humanities and Social Sciences, State University of Applied Sciences in Konin, 2021) Martin-Rubió, Xavier; Diert-Boté, IratiThis study explores the emotional relationships that 16 first-year university students at a Catalan university display towards English (and Spanish in one case) in order to understand how these relationships have been constructed and are being constructed based on their language learning and using experiences. Data were collected by means of individual and group interviews, and a qualitative analysis of their narratives has been carried out by using Georgakopoulou’s (2006) concept of ‘small stories’. The analysis of the participants’ stories reveals five different types of emotional relationships with the languages in a gradient that goes from those who have no emotional connection towards the language whatsoever to those who feel a deep passion, or love, for it. Findings indicate that: (a) external/internal circumstances play a key role in the way students’ relate, use and feel towards the languages; (b) these circumstances are dynamic and therefore the emotional relationship with these languages might change over time (as the experiences of two participants show); and (c) there is an important distinction between feeling motivated (even if intrinsically) to feeling passionate about a language. In this sense, passion, or love, appears to be a much more powerful driving force than motivation because passionate learners’ conceive such language as a fundamental part of their Self.
- ItemOpen AccessManaging the foreign language classroom translingually: the case of international students learning Catalan in a study abroad situation(Taylor and Francis Group, 2018-11-10) Gallego Balsà, Lídia; Cots Caimons, Josep MariaThe internationalisation of higher education has increased the visibility of linguistic diversity in universities worldwide. However, classroom practices do not necessarily reflect this diversity. This study explores how teachers and students manage plurilingual resources while learning Catalan during study abroad. The analysis applies [Moore, E., Nussbaum, L., & Borràs, E. (2013). Plurilingual teaching and learning practices in ‘internationalised’ university lectures. International Journal of Bilingual Education and Bilingualism, 16(4), 471–493] categorisation of plurilingual practices to construct subject content knowledge in two international universities in Catalonia. The results show how teachers accept the students use of other languages in class, even though they do avoid employing it themselves. Using Spanish allows the students to reach a greater level of complexity and challenge the teacher’s position in class as perhaps less of a plurilingual speaker than the students. We suggest that a Catalan language course which incorporates Spanish in its teaching methodology in a planned and organised way would be doubly beneficial, because it would speed up the acquisition of Catalan and stimulate the social practice of multilingualism as the students would learn how to move between Catalan and Spanish in Catalonia and understand the discourses they will encounter during their stay.
- ItemOpen AccessMeasuring the impact of translanguaging in TESOL: a plurilingual approach to ESP(Taylor and Francis Group, 2020-04-29) Llanes, Àngels; Cots Caimons, Josep MariaThis study compares the language proficiency gains of two groups of students taking a business English course module in a bilingual university in Catalonia (Spain). Whereas one of these groups followed a ‘translanguaging’ or ‘plurilingual’ pedagogy, the other followed a strictly monolingual approach. Participants were 54 mostly Catalan/Spanish bilingual university students of Business (n = 35 translanguaging and n = 19 monolingual). Whereas the teacher in the ‘translanguaging group’ used and fostered the use of Catalan and Spanish besides English, the teacher in the ‘monolingual group’ only used English and allowed only English in class. Participants were administered a placement test, and performed a written composition and an oral sales pitch the first and last week of the semester. Participants were also administered a questionnaire before and after the treatment. The EFL development of the participants was measured in terms of fluency, lexical complexity, grammatical complexity and accuracy, but it was also assessed by an expert examiner, who based her ratings on a rubric including four scales: language, communicative achievement, content, and organisation. Results show that both groups experienced comparable gains, but the few significant differences favoured the translanguaging group.