José Andrés Carrasco Flores | Universidad de Murcia (original) (raw)
Conference Presentations by José Andrés Carrasco Flores
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which a... more Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which attention is given to both the topic and the language of instruction
in an attempt to lead students to authentic learning (Marsh, 2013). Although meaning is prioritized over form, CLIL favours scaffolding as a pedagogical principle to
provide temporary explicit form-focused support or language awareness when students find it problematic to understand and produce content through the target
language (Coyle, Hood & Marsh, 2010). Thus, the language-focused part is ruled by the demands of the content of the specific subject targeted at. Despite the
substantial implementation of CLIL in all stages of education, commercially available materials are scarce (Morton, 2016) and there are hardly any works on CLIL
textbook content analysis (but see Banegas, 2014). Taking into account that a) textbooks are an essential (if not the most basic) tool in any teachers’ pedagogical
repertoire (Guerrettaz & Johnston, 2013; Tomlinson, 2012), b) teachers are demanding suitable well-designed CLIL materials (Morton, 2013), and c) to the best of our
knowledge, there are not any available works about content analyses of CLIL textbooks used in Spain, the present paper reports an exploratory study about CLIL
course books used in the context of Spanish Primary Education. Its aims are 1) to objectively measure whether the activities are form-focused or meaning-focused
and the degree of both weights, and 2) similar to Banegas (2014), to examine the activities in terms of the skills they are mostly targeted at, the thinking skills involved
and the types of texts used as a support. Methodologically, a convenient corpus was selected on the basis of the free availability of CLIL materials on the Internet
(http://clil.santillana.es/catalogue/primary). Accordingly, all the activities (193) from one unit of each of the six course levels of the Natural Sciences subject are the
object of analysis. In order to fulfil the first objective, Criado's (2017) scale of Form-focused and Meaning-focused Teaching was used. This scale had shown very
satisfactory concurrent criterion validity (r ranged between .991 and .876). Likewise, Carrasco’s approach to segment the activities according to the different objectives
involved in a single activity prior to the analysis was used. For the second objective, an ad-hoc checklist and coding scheme were designed and implemented. Interrater reliability scores (each author analysing the same 20% of the activities) were over 80% for the three sets of analyses. Statistical analyses will be applied to the
data.Preliminary descriptive results show that most activities are lexically form-focused and that these mainly involve a matching procedure or the use of drills.
Instances of language forms appear to be presented via colourful pictures (one form of scaffolding) or ininput-enriched written texts about which students must
answer short literal comprehension questions. Globally, such results point to the exclusive development of L2 lexical declarative knowledge and reading skills, which,
together with the two other skills and remaining linguistic elements, should (ideally) be reinforced in the regular EFL classes (Lyster, 2017). Cognitive, pedagogical and
teacher-development implications will be drawn.
Papers by José Andrés Carrasco Flores
New Methodological Approaches to Foreign Language Teaching, 2017, ISBN 978-1-4438-8615-4, págs. 299-316, 2017
A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al... more A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al profesorado para responder ante las necesidades pedagogicas de su futuro alumnado, los estudiantes en formacion aun parecen mostrar carencias de indole conceptual que repercuten de manera negativa en su practica docente. Partiendo de modelos de competencia comunicativa y de los resultados obtenidos de la interfaz entre los estudios en adquisicion y ensenanza de lenguas extranjeras, este trabajo propone un marco de referencia para la identificacion y ulterior puesta en practica de los elementos de la competencia comunicativa con el fin de mejorar la practica docente de estudiantes en formacion y de profesionales del sector educativo. A partir de este marco se ha creado una checklist que facilite a los profesores el analisis de las actividades con las que trabajara su alumnado, siendo completamente conscientes de que competencias y destrezas se abordan en dichas actividades.
Docencia e Investigación: revista de la Escuela Universitaria de Magisterio de Toledo, Dec 9, 2020
El presente estudio analiza la formación en inglés como lengua extranjera en los grados universit... more El presente estudio analiza la formación en inglés como lengua extranjera en los grados universitarios españoles en Educación Infantil (EI). Para ello, se analizan las guías docentes de las asignaturas de la mención en lengua extranjera de todas las universidades españolas durante el curso académico 2018-2019. Primero se examina la distribución de créditos ECTS en asignaturas de lengua instrumental, formación pedagógica y formación filológica para determinar la atención que se le presta a cada una de estas áreas. A continuación, defendiendo un enfoque de Inglés para Fines Específicos (IFE) dadas las necesidades específicas del contexto meta, se identifican las necesidades de esta formación y se analiza el enfoque que adoptan las asignaturas de lengua instrumental para determinar si estas necesidades se contemplan en los planes de estudios. Los datos señalan que, aunque algunas universidades incluyen algunos elementos del IFE, en general estas no demuestran tener suficiente conciencia de las necesidades específicas, ya que no todas ofrecen asignaturas de lengua instrumental y la gran mayoría de estas no adoptan un enfoque de IFE.The present article explores the teaching of English as a foreign language in all the Spanish university degrees in Early Childhood Education. It analyses the syllabi of the courses specialising in Teaching English as a Foreign Language during the 2018-2019 academic year. Firstly, it examines the distribution of ECTS credits among English language, English Language Teaching and Linguistics-Literature courses to determine the weight of each of these areas. Secondly, advocating an ESP approach given the specific needs of the target context, it identifies the needs of this training and analyses the approach of the English language courses to find out whether these needs are catered for. The results of the study suggest that some universities contemplate some of the elements of an ESP approach, although this study shows evidence that most universities do not appear to be fully aware of these needs, since not all of them offer English language courses, and most of these fail to adopt an ESP approach
A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al... more A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al profesorado para responder ante las necesidades pedagogicas de su futuro alumnado, los estudiantes en formacion aun parecen mostrar carencias de indole conceptual que repercuten de manera negativa en su practica docente. Partiendo de modelos de competencia comunicativa y de los resultados obtenidos de la interfaz entre los estudios en adquisicion y ensenanza de lenguas extranjeras, este trabajo propone un marco de referencia para la identificacion y ulterior puesta en practica de los elementos de la competencia comunicativa con el fin de mejorar la practica docente de estudiantes en formacion y de profesionales del sector educativo. A partir de este marco se ha creado una checklist que facilite a los profesores el analisis de las actividades con las que trabajara su alumnado, siendo completamente conscientes de que competencias y destrezas se abordan en dichas actividades.
La presente tesis propone un marco de referencia para la ensenanza del Ingles para Traduccion e I... more La presente tesis propone un marco de referencia para la ensenanza del Ingles para Traduccion e Interpretacion (ITI), particularmente para el analisis y diseno de materiales didacticos. A pesar de que la literatura sobre Competencia Traductora (CT) senala que la competencia comunicativa del traductor es uno de los elementos mas importantes y que la formacion linguistica que debe recibir el estudiante de traduccion difiere de otros contextos de ensenanza de lenguas dadas sus necesidades linguisticas y comunicativas especificas, actualmente contamos con muy pocos estudios que ofrezcan directrices sobre como se debe afrontar esta ensenanza. Esto, ademas, queda reflejado en la escasez de materiales disponibles para estos fines. Con el fin de crear este marco de referencia, este trabajo identifica los principios generales y las diferencias entre el ingles general y el ingles para fines especificos y describe y analiza los elementos clave del ITI (la nocion de CT, y en concreto, la compet...
espanolA pesar de que la literatura sobre competencia traductora y la formacion de traductores ab... more espanolA pesar de que la literatura sobre competencia traductora y la formacion de traductores aboga explicitamente por una formacion linguistica especifica, no existe ningun marco que proporcione directrices acerca de como enfocar esta formacion. El presente trabajo ofrece una vision de la situacion actual de esta formacion en los grados en Traduccion e Interpretacion en Espana a partir del analisis de sus guias docentes y de los materiales que se utiliza en las asignaturas de ingles como lengua extranjera. Los resultados obtenidos muestran que las universidades usan un numero limitado de materiales didacticos especificos, ya que la mayoria utiliza unicamente libros de texto de ingles general. En este sentido, parece haber una falta de conciencia de estas necesidades linguisticas especificas, lo que sugiere que los estudiantes no cuentan con una formacion que satisfaga del todo sus necesidades. EnglishDespite the fact that the literature on translation competence and translator tra...
This paper examines and assesses the methodologies and materials used in English language courses... more This paper examines and assesses the methodologies and materials used in English language courses within the degrees in Translation and Interpreting at two Spanish universities: the UM and the UCM. The data are analysed and compared with the fundamentals of the notion of TC and those of ESP courses, and these are assessed with the perceptions and judgments of Translation lectures at both universities. This preliminary study suggests that significant differences between both universities can be found, which points to a lack of agreement as to what are the linguistic needs of both translators and interpreters. Moreover, the extent to which each linguistic component needs to be developed appears to remain underresearched. In this sense, no proper methodology of English for Translation and Interpreting exists, and much and in-depth research on the linguistic competence required by translators and interpreters needs to be conducted
The present study explores the communicative potential of two ESP textbooks. It examines a sample... more The present study explores the communicative potential of two ESP textbooks. It examines a sample of activities of English for Commerce and English for Medicine textbooks with an instrument of analysis consisting of three parts: (1) a section for the metadata of the activities, (2) a checklist which assesses the presence and distribution of language skills and systems, and (3) a scale devised by Criado (2016) which measures the weight of meaning-focused and form-focused instruction found in activities. To study these elements, a framework describing and illustrating each component was designed. Interrater reliability tests were carried out to ensure the validity of the results. The findings of the study suggest that these textbooks are mainly meaning-focused, although some differences as regards the extent to which each of these elements is promoted can be found. Moreover, several methodological issues are raised in order to improve future research concerning materials analysis.
Complutense Journal of English Studies
Even though the research on translator training explicitly advocates specific language training c... more Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees’ needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator’s bilingual sub-competence and puts forward a framework of reference for teaching English for Translation and Interpreting, which can be used in the materials analysis and development.
The Interpreter and Translator Trainer, 2019
Nowadays, there is widespread agreement that developing Translation Competence (TC) is the ultima... more Nowadays, there is widespread agreement that developing Translation Competence (TC) is the ultimate goal of translator training. Much research has been devoted to the analysis of TC and how it can be used in translation methodology in order to overcome the translation problems that may arise. However, one of the most important components of TC – the bilingual sub-
competence – has received insufficient attention, which is mirrored in the scarcity of guidelines and teaching materials for developing such a sub-competence. The present article puts forward a framework of reference for analysing and developing English for Translation and Interpreting (ETI) materials and examines the only commercially available material of ETI in Spain.
Quaderns., 2019
Despite the fact that the literature on translation competence and translator training explicitly... more Despite the fact that the literature on translation competence and translator training explicitly advocates specific language training for translator and interpreter students, no concrete frameworks providing guidelines on how this training should be approached have been created. This paper explores the current situation of this language training in Translation and Interpreting undergraduate programmes in Spain by analysing the syllabi and materials used in their EFL courses. The results obtained from this study shows that universities use a limited number of specific materials, general and commercially available EFL teaching materials being the norm. In this sense, there seems to be an apparent lack of awareness of such specific language needs, which suggests that students' needs are not completely met.
Complutense Journal of English Studies, 2019
Even though the research on translator training explicitly advocates specific language training c... more Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees' needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator's bilingual sub-competence and puts forward a framework of reference for teaching English for Translation and Interpreting, which can be used in materials analysis and development. [es] La enseñanza del Inglés para Traducción e Interpretación: marco de referencia para el desarrollo de la subcompetencia bilingüe del traductor Resumen. A pesar de que la investigación sobre formación de traductores aboga explícitamente por una formación lingüística específica que satisfaga las necesidades de los estudiantes de traducción e interpretación, contamos con pocos estudios que hayan identificado y propuesto directrices acerca de cómo se debería enfocar la enseñanza de esta nueva rama de Lenguas para Fines Específicos. Basándonos en estudios previos sobre formación de traductores y competencia traductora, este artículo profundiza en la noción de subcompetencia bilingüe del traductor y presenta un marco de referencia para la enseñanza del Inglés para Traducción e Interpretación, el cual se puede usar para el análisis y diseño de materiales. Palabras clave: formación de traductores; competencia traductora; subcompetencia bilingüe; Inglés para Traducción e Interpretación; marco de referencia.
Docencia e Investigación, 2018
A pesar de que en los últimos años se ha tomado una mayor conciencia de la necesidad de formar al... more A pesar de que en los últimos años se ha tomado una mayor conciencia de la necesidad de formar al profesorado para responder ante las necesidades pedagógicas de su futuro alumnado, los docentes en formación aún parecen mostrar carencias de índole conceptual que repercuten de manera negativa en su práctica docente. Partiendo de modelos de competencia comunicativa y de los resultados obtenidos de la interfaz entre los estudios en adquisición y enseñanza de lenguas extranjeras, este trabajo propone un marco de referencia para la identificación y ulterior puesta en práctica de los elementos de la competencia comunicativa con el fin de mejorar la práctica docente de estudiantes en formación y de profesionales del sector educativo. A partir de este marco se ha creado una checklist que facilite a los profesores el análisis de las actividades con las que trabajará su alumnado, siendo completamente conscientes de qué competencias y destrezas se abordan en dichas actividades.
The Journal of Teaching English for Specific and Academic Pruposes, 2020
The present study explores the communicative potential of two ESP textbooks. It examines a sample... more The present study explores the communicative potential of two ESP textbooks. It examines a sample of activities of English for Commerce and English for Medicine textbooks with an instrument of analysis consisting of three parts: (1) a section for the metadata of the activities, (2) a checklist which assesses the presence and distribution of language skills and systems, and (3) a scale devised by Criado (2016) which measures the weight of meaning-focused and form-focused instruction found in activities. To study these elements, a framework describing and illustrating each component was designed. Inter-rater reliability tests were carried out to ensure the validity of the results. The findings of the study suggest that these textbooks are mainly meaning-focused, although some differences as regards the extent to which each of these elements is promoted can be found. Moreover, several methodological issues are raised in order to improve future research concerning materials analysis.
Docencia e Investigación, 2020
The present article explores the teaching of English as a foreign language in all the Spanish uni... more The present article explores the teaching of English as a foreign language in all the Spanish university degrees in Early Childhood Education. It analyses the syllabi of the courses specialising in Teaching English as a Foreign Language during the 2018-2019 academic year. Firstly, it examines the distribution of ECTS credits among English language, English Language Teaching and Linguistics-Literature courses to determine the weight of each of these areas. Secondly, advocating an ESP approach given the specific needs of the target context, it identifies the needs of this training and analyses the approach of the English language courses to find out whether these needs are catered for. The results of the study suggest that some universities contemplate some of the elements of an ESP approach, although this study shows evidence that most universities do not appear to be fully aware of these needs, since not all of them offer English language courses, and most of these fail to adopt an ESP approach.
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which a... more Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which attention is given to both the topic and the language of instruction
in an attempt to lead students to authentic learning (Marsh, 2013). Although meaning is prioritized over form, CLIL favours scaffolding as a pedagogical principle to
provide temporary explicit form-focused support or language awareness when students find it problematic to understand and produce content through the target
language (Coyle, Hood & Marsh, 2010). Thus, the language-focused part is ruled by the demands of the content of the specific subject targeted at. Despite the
substantial implementation of CLIL in all stages of education, commercially available materials are scarce (Morton, 2016) and there are hardly any works on CLIL
textbook content analysis (but see Banegas, 2014). Taking into account that a) textbooks are an essential (if not the most basic) tool in any teachers’ pedagogical
repertoire (Guerrettaz & Johnston, 2013; Tomlinson, 2012), b) teachers are demanding suitable well-designed CLIL materials (Morton, 2013), and c) to the best of our
knowledge, there are not any available works about content analyses of CLIL textbooks used in Spain, the present paper reports an exploratory study about CLIL
course books used in the context of Spanish Primary Education. Its aims are 1) to objectively measure whether the activities are form-focused or meaning-focused
and the degree of both weights, and 2) similar to Banegas (2014), to examine the activities in terms of the skills they are mostly targeted at, the thinking skills involved
and the types of texts used as a support. Methodologically, a convenient corpus was selected on the basis of the free availability of CLIL materials on the Internet
(http://clil.santillana.es/catalogue/primary). Accordingly, all the activities (193) from one unit of each of the six course levels of the Natural Sciences subject are the
object of analysis. In order to fulfil the first objective, Criado's (2017) scale of Form-focused and Meaning-focused Teaching was used. This scale had shown very
satisfactory concurrent criterion validity (r ranged between .991 and .876). Likewise, Carrasco’s approach to segment the activities according to the different objectives
involved in a single activity prior to the analysis was used. For the second objective, an ad-hoc checklist and coding scheme were designed and implemented. Interrater reliability scores (each author analysing the same 20% of the activities) were over 80% for the three sets of analyses. Statistical analyses will be applied to the
data.Preliminary descriptive results show that most activities are lexically form-focused and that these mainly involve a matching procedure or the use of drills.
Instances of language forms appear to be presented via colourful pictures (one form of scaffolding) or ininput-enriched written texts about which students must
answer short literal comprehension questions. Globally, such results point to the exclusive development of L2 lexical declarative knowledge and reading skills, which,
together with the two other skills and remaining linguistic elements, should (ideally) be reinforced in the regular EFL classes (Lyster, 2017). Cognitive, pedagogical and
teacher-development implications will be drawn.
New Methodological Approaches to Foreign Language Teaching, 2017, ISBN 978-1-4438-8615-4, págs. 299-316, 2017
A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al... more A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al profesorado para responder ante las necesidades pedagogicas de su futuro alumnado, los estudiantes en formacion aun parecen mostrar carencias de indole conceptual que repercuten de manera negativa en su practica docente. Partiendo de modelos de competencia comunicativa y de los resultados obtenidos de la interfaz entre los estudios en adquisicion y ensenanza de lenguas extranjeras, este trabajo propone un marco de referencia para la identificacion y ulterior puesta en practica de los elementos de la competencia comunicativa con el fin de mejorar la practica docente de estudiantes en formacion y de profesionales del sector educativo. A partir de este marco se ha creado una checklist que facilite a los profesores el analisis de las actividades con las que trabajara su alumnado, siendo completamente conscientes de que competencias y destrezas se abordan en dichas actividades.
Docencia e Investigación: revista de la Escuela Universitaria de Magisterio de Toledo, Dec 9, 2020
El presente estudio analiza la formación en inglés como lengua extranjera en los grados universit... more El presente estudio analiza la formación en inglés como lengua extranjera en los grados universitarios españoles en Educación Infantil (EI). Para ello, se analizan las guías docentes de las asignaturas de la mención en lengua extranjera de todas las universidades españolas durante el curso académico 2018-2019. Primero se examina la distribución de créditos ECTS en asignaturas de lengua instrumental, formación pedagógica y formación filológica para determinar la atención que se le presta a cada una de estas áreas. A continuación, defendiendo un enfoque de Inglés para Fines Específicos (IFE) dadas las necesidades específicas del contexto meta, se identifican las necesidades de esta formación y se analiza el enfoque que adoptan las asignaturas de lengua instrumental para determinar si estas necesidades se contemplan en los planes de estudios. Los datos señalan que, aunque algunas universidades incluyen algunos elementos del IFE, en general estas no demuestran tener suficiente conciencia de las necesidades específicas, ya que no todas ofrecen asignaturas de lengua instrumental y la gran mayoría de estas no adoptan un enfoque de IFE.The present article explores the teaching of English as a foreign language in all the Spanish university degrees in Early Childhood Education. It analyses the syllabi of the courses specialising in Teaching English as a Foreign Language during the 2018-2019 academic year. Firstly, it examines the distribution of ECTS credits among English language, English Language Teaching and Linguistics-Literature courses to determine the weight of each of these areas. Secondly, advocating an ESP approach given the specific needs of the target context, it identifies the needs of this training and analyses the approach of the English language courses to find out whether these needs are catered for. The results of the study suggest that some universities contemplate some of the elements of an ESP approach, although this study shows evidence that most universities do not appear to be fully aware of these needs, since not all of them offer English language courses, and most of these fail to adopt an ESP approach
A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al... more A pesar de que en los ultimos anos se ha tomado una mayor conciencia de la necesidad de formar al profesorado para responder ante las necesidades pedagogicas de su futuro alumnado, los estudiantes en formacion aun parecen mostrar carencias de indole conceptual que repercuten de manera negativa en su practica docente. Partiendo de modelos de competencia comunicativa y de los resultados obtenidos de la interfaz entre los estudios en adquisicion y ensenanza de lenguas extranjeras, este trabajo propone un marco de referencia para la identificacion y ulterior puesta en practica de los elementos de la competencia comunicativa con el fin de mejorar la practica docente de estudiantes en formacion y de profesionales del sector educativo. A partir de este marco se ha creado una checklist que facilite a los profesores el analisis de las actividades con las que trabajara su alumnado, siendo completamente conscientes de que competencias y destrezas se abordan en dichas actividades.
La presente tesis propone un marco de referencia para la ensenanza del Ingles para Traduccion e I... more La presente tesis propone un marco de referencia para la ensenanza del Ingles para Traduccion e Interpretacion (ITI), particularmente para el analisis y diseno de materiales didacticos. A pesar de que la literatura sobre Competencia Traductora (CT) senala que la competencia comunicativa del traductor es uno de los elementos mas importantes y que la formacion linguistica que debe recibir el estudiante de traduccion difiere de otros contextos de ensenanza de lenguas dadas sus necesidades linguisticas y comunicativas especificas, actualmente contamos con muy pocos estudios que ofrezcan directrices sobre como se debe afrontar esta ensenanza. Esto, ademas, queda reflejado en la escasez de materiales disponibles para estos fines. Con el fin de crear este marco de referencia, este trabajo identifica los principios generales y las diferencias entre el ingles general y el ingles para fines especificos y describe y analiza los elementos clave del ITI (la nocion de CT, y en concreto, la compet...
espanolA pesar de que la literatura sobre competencia traductora y la formacion de traductores ab... more espanolA pesar de que la literatura sobre competencia traductora y la formacion de traductores aboga explicitamente por una formacion linguistica especifica, no existe ningun marco que proporcione directrices acerca de como enfocar esta formacion. El presente trabajo ofrece una vision de la situacion actual de esta formacion en los grados en Traduccion e Interpretacion en Espana a partir del analisis de sus guias docentes y de los materiales que se utiliza en las asignaturas de ingles como lengua extranjera. Los resultados obtenidos muestran que las universidades usan un numero limitado de materiales didacticos especificos, ya que la mayoria utiliza unicamente libros de texto de ingles general. En este sentido, parece haber una falta de conciencia de estas necesidades linguisticas especificas, lo que sugiere que los estudiantes no cuentan con una formacion que satisfaga del todo sus necesidades. EnglishDespite the fact that the literature on translation competence and translator tra...
This paper examines and assesses the methodologies and materials used in English language courses... more This paper examines and assesses the methodologies and materials used in English language courses within the degrees in Translation and Interpreting at two Spanish universities: the UM and the UCM. The data are analysed and compared with the fundamentals of the notion of TC and those of ESP courses, and these are assessed with the perceptions and judgments of Translation lectures at both universities. This preliminary study suggests that significant differences between both universities can be found, which points to a lack of agreement as to what are the linguistic needs of both translators and interpreters. Moreover, the extent to which each linguistic component needs to be developed appears to remain underresearched. In this sense, no proper methodology of English for Translation and Interpreting exists, and much and in-depth research on the linguistic competence required by translators and interpreters needs to be conducted
The present study explores the communicative potential of two ESP textbooks. It examines a sample... more The present study explores the communicative potential of two ESP textbooks. It examines a sample of activities of English for Commerce and English for Medicine textbooks with an instrument of analysis consisting of three parts: (1) a section for the metadata of the activities, (2) a checklist which assesses the presence and distribution of language skills and systems, and (3) a scale devised by Criado (2016) which measures the weight of meaning-focused and form-focused instruction found in activities. To study these elements, a framework describing and illustrating each component was designed. Interrater reliability tests were carried out to ensure the validity of the results. The findings of the study suggest that these textbooks are mainly meaning-focused, although some differences as regards the extent to which each of these elements is promoted can be found. Moreover, several methodological issues are raised in order to improve future research concerning materials analysis.
Complutense Journal of English Studies
Even though the research on translator training explicitly advocates specific language training c... more Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees’ needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator’s bilingual sub-competence and puts forward a framework of reference for teaching English for Translation and Interpreting, which can be used in the materials analysis and development.
The Interpreter and Translator Trainer, 2019
Nowadays, there is widespread agreement that developing Translation Competence (TC) is the ultima... more Nowadays, there is widespread agreement that developing Translation Competence (TC) is the ultimate goal of translator training. Much research has been devoted to the analysis of TC and how it can be used in translation methodology in order to overcome the translation problems that may arise. However, one of the most important components of TC – the bilingual sub-
competence – has received insufficient attention, which is mirrored in the scarcity of guidelines and teaching materials for developing such a sub-competence. The present article puts forward a framework of reference for analysing and developing English for Translation and Interpreting (ETI) materials and examines the only commercially available material of ETI in Spain.
Quaderns., 2019
Despite the fact that the literature on translation competence and translator training explicitly... more Despite the fact that the literature on translation competence and translator training explicitly advocates specific language training for translator and interpreter students, no concrete frameworks providing guidelines on how this training should be approached have been created. This paper explores the current situation of this language training in Translation and Interpreting undergraduate programmes in Spain by analysing the syllabi and materials used in their EFL courses. The results obtained from this study shows that universities use a limited number of specific materials, general and commercially available EFL teaching materials being the norm. In this sense, there seems to be an apparent lack of awareness of such specific language needs, which suggests that students' needs are not completely met.
Complutense Journal of English Studies, 2019
Even though the research on translator training explicitly advocates specific language training c... more Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees' needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator's bilingual sub-competence and puts forward a framework of reference for teaching English for Translation and Interpreting, which can be used in materials analysis and development. [es] La enseñanza del Inglés para Traducción e Interpretación: marco de referencia para el desarrollo de la subcompetencia bilingüe del traductor Resumen. A pesar de que la investigación sobre formación de traductores aboga explícitamente por una formación lingüística específica que satisfaga las necesidades de los estudiantes de traducción e interpretación, contamos con pocos estudios que hayan identificado y propuesto directrices acerca de cómo se debería enfocar la enseñanza de esta nueva rama de Lenguas para Fines Específicos. Basándonos en estudios previos sobre formación de traductores y competencia traductora, este artículo profundiza en la noción de subcompetencia bilingüe del traductor y presenta un marco de referencia para la enseñanza del Inglés para Traducción e Interpretación, el cual se puede usar para el análisis y diseño de materiales. Palabras clave: formación de traductores; competencia traductora; subcompetencia bilingüe; Inglés para Traducción e Interpretación; marco de referencia.
Docencia e Investigación, 2018
A pesar de que en los últimos años se ha tomado una mayor conciencia de la necesidad de formar al... more A pesar de que en los últimos años se ha tomado una mayor conciencia de la necesidad de formar al profesorado para responder ante las necesidades pedagógicas de su futuro alumnado, los docentes en formación aún parecen mostrar carencias de índole conceptual que repercuten de manera negativa en su práctica docente. Partiendo de modelos de competencia comunicativa y de los resultados obtenidos de la interfaz entre los estudios en adquisición y enseñanza de lenguas extranjeras, este trabajo propone un marco de referencia para la identificación y ulterior puesta en práctica de los elementos de la competencia comunicativa con el fin de mejorar la práctica docente de estudiantes en formación y de profesionales del sector educativo. A partir de este marco se ha creado una checklist que facilite a los profesores el análisis de las actividades con las que trabajará su alumnado, siendo completamente conscientes de qué competencias y destrezas se abordan en dichas actividades.
The Journal of Teaching English for Specific and Academic Pruposes, 2020
The present study explores the communicative potential of two ESP textbooks. It examines a sample... more The present study explores the communicative potential of two ESP textbooks. It examines a sample of activities of English for Commerce and English for Medicine textbooks with an instrument of analysis consisting of three parts: (1) a section for the metadata of the activities, (2) a checklist which assesses the presence and distribution of language skills and systems, and (3) a scale devised by Criado (2016) which measures the weight of meaning-focused and form-focused instruction found in activities. To study these elements, a framework describing and illustrating each component was designed. Inter-rater reliability tests were carried out to ensure the validity of the results. The findings of the study suggest that these textbooks are mainly meaning-focused, although some differences as regards the extent to which each of these elements is promoted can be found. Moreover, several methodological issues are raised in order to improve future research concerning materials analysis.
Docencia e Investigación, 2020
The present article explores the teaching of English as a foreign language in all the Spanish uni... more The present article explores the teaching of English as a foreign language in all the Spanish university degrees in Early Childhood Education. It analyses the syllabi of the courses specialising in Teaching English as a Foreign Language during the 2018-2019 academic year. Firstly, it examines the distribution of ECTS credits among English language, English Language Teaching and Linguistics-Literature courses to determine the weight of each of these areas. Secondly, advocating an ESP approach given the specific needs of the target context, it identifies the needs of this training and analyses the approach of the English language courses to find out whether these needs are catered for. The results of the study suggest that some universities contemplate some of the elements of an ESP approach, although this study shows evidence that most universities do not appear to be fully aware of these needs, since not all of them offer English language courses, and most of these fail to adopt an ESP approach.