bluuebunny/crossref_metadata_2025_split huggingface dataset:
Aprendizaje lingüístico e inclusión social: combinación del enfoque comunicativo y el enfoque por tareas.
Authors: Talens Company Borja 
Published: July 2019

Resumen: La presente propuesta de experiencia práctica aspira a compartir los buenos resultados conseguidos en un curso de español como lengua extranjera dirigido a inmigrantes realizado en “L’Espai d’Inclusió i Formació Casc Antic” (Eicascantic Barcelona), en el que se combinó el enfoque comunicativo con el enfoque por tareas con los objetivos de mejorar el nivel lingüístico de los alumnos y de favorecer su inclusión social en su nuevo contexto. Para ello, se creó el material sociolingüístico del nivel A2 del MCERL Conociendo y se aplicó en un curso intensivo de 54 horas de duración llevando a cabo, a posteriori, un análisis de los resultados obtenidos. Todo ello se realizó teniendo en mente el objetivo principal de la entidad: promover la inclusión social de personas jóvenes y adultas de diversos orígenes mediante iniciativas de formación y participación que faciliten el ejercicio de una ciudadanía activa y responsable, la convivencia y la cohesión social.Palabras clave: Aprendizaje L2, inmigración, inclusión social, enfoque comunicativo, enfoque por tareas, prácticas comunicativas. Abstract: The present proposal of practical experience aims to share the good results achieved in a course of Spanish as a foreign language for immigrants carried out in “L’Espai d’Inclusió i Formació Casc Antic” (Eicascantic) in which the communicative approach and the task-based approach were combined in order to fulfil objectives of improving the linguistic level of students and promoting their social inclusion in their new context. To this end, the sociolinguistic material of level A2 of the MCERL "Conociendo" was created and applied in an intensive course of 54 hours duration, carrying out, afterwards, an analysis of the results obtained. All this was done with the main objective of the organization in mind: to promote the social inclusion of young people and adults of different origins through training and participation initiatives that facilitate the exercise of active and responsible citizenship, coexistence and social cohesion.Keywords: L2 learning, immigration, social inclusion, communicative approach, task-based approach, communicative practices.
El vídeo, el cómic y el rap: una forma diferente de desbloquear al candidato del DELE
Authors: Battagliero Bocco Florencia , Fontana Oltra José Vicente , Navarro Marta 
Published: July 2019

Resumen: El objetivo del presente artículo es trabajar y reforzar las destrezas y competencias necesarias para aprobar el Diploma de Español como Lengua Extranjera. Para ello, se planteará una serie de recursos que buscan desbloquear al estudiante en un ambiente distendido, sobre todo los días previos al examen. La propuesta se centrará en la Prueba de Expresión e Interacción Orales, concretamente en la tarea 3 del nivel B1 y en la tarea 2 del nivel B2, que corresponden a la descripción de una fotografía. Se empleará, por una parte, un vídeo de carácter estático (donde el interlocutor no expresa movimientos corporales pronunciados) y por otra, cómics de Argentina que a su vez servirán para ampliar el léxico en la variante rioplatense. Por último, se tratará el uso del rap como herramienta para mejorar la pronunciación, entonación y el empleo del lenguaje no verbal. Palabras claves: DELE, vídeo, cómic, rap. Abstract: The purpose of the following essay is to train and to strengthen the skills and the competences required to pass the “Spanish as a Foreign Language Certificate”. In order to do so, we will first consider various resources which aim to release students from any kind of stress by setting up a relaxed atmosphere – especially a few days before the exam. The focus of the present essay has to be linked to the Expression and Oral Interaction tests and above all to the assignments 3 (B1 level) and 2 (B2 level), and their picture descriptions. On the one hand, we will use a static video and, on the other hand, we will tackle Argentinian comics in order to expand students’ knowledge of the Río de la Plata lexicon. Finally, we will deal with the use of rap as a tool to improve pronunciation, intonation, and non-verbal communication.Key words: DELE, video, comic, rap.
La incorporación de la regla variable en la enseñanza de E/LE
Authors: Terráde Gurrea Marcial 
Published: July 2019

Resumen: Desde hace algunos años se viene insitiendo en la conveniencia de incorporar la información sociolingüística en la didáctica de una lengua. En el ámbito anglosajón ya se habla en ocasiones de la «gramática sociolingüística», y existen algunos intentos de enriquecer la información gramatical con datos variacionistas. Sin embargo, en el caso del español pocas veces se atiende a esa información, más allá de la necesidad de atender a las diferencias de registro a la hora de enseñar español a los alumnos extranjeros. Presentamos una propuesta de incorporación de la variable sociolingüística a la enseñanza de ELE, retomando la diferencia de Bernstein entre código restringido y código elaborado, y relacionando todo ello con nuestra propia investigación sobre el diferente uso del léxico según los estratos socioculturales. Nos centraremos en tres elementos léxicos: los adverbios en -mente, los sustantivos abstractos y los sustantivos clasificativos, mostrando cómo, a diferencia de lo que habitualmente se realiza en clase de ELE, los datos sobre el español hablado nos muestran que sería conveniente graduar didácticamente esos elementos, enseñando varios de ellos en los niveles superiores de ELE.Palabras clave: Regla variable, Sociolingüística, variación léxica, frecuencias léxicas Abstract: For some years the convenience of incorporating sociolinguistic information into the teaching of a language has been reiterated. In the Anglo-Saxon context, «sociolinguistic grammar» is discussed occasionally, there have been some attempts to enrich grammatical information with variational data. However, in the case of Spanish, this information is seldom addressed, beyond the need to address differences in register when teaching Spanish to foreign students. We present a proposal to incorporate the sociolinguistic variable into the teaching of SSL, taking Bernstein's difference between a restricted code and an elaborated code, and relating all this to our own research on the different use of the lexicon according to the socio-cultural strata. We will focus on three lexical elements: adverbs in -mente, abstract nouns and classifying nouns, showing, unlike what is usually done in a SSL class, how spoken Spanish data show us that it would be advisable to didactically classify these elements, teaching several of them in higher levels of SSL.Key words: Variable rule, Sociolinguistics, lexical variation, lexical frequencies
La competencia textual y mediática en el aula de ELE
Authors: Ulloa Saceda Marta , Tesch Bernd 
Published: July 2019

Resumen: La habilidad de comprender y producir textos es una de las competencias básicas en la sociedad de la información y de la comunicación (OECD, 2000). Sin embargo, el concepto texto ha evolucionado adquiriendo una versatilidad que rebasa la concepción tradicional de texto escrito. Para superar este desfase al que la competencia lectora o las destrezas en la comprensión y/o expresión oral no llegan, se propone desde Alemania el término competencia textual y mediática[1]. La finalidad de esta comunicación es reflexionar sobre la importancia de esta nueva competencia y dotar al profesorado de herramientas en el tratamiento de la competencia textual en el aula de ELE. Para ello, presentaremos un modelo bidimensional de competencia textual y mediática: la que el alumnado debe adquirir y la competencia didáctica que el profesorado debe poseer.Palabras clave: texto, competencia textual y mediática, elaboración de tareas Abstract: The ability to understand and produce texts is one of the basic competences in the information and communication society (OECD, 2000). However, the concept text has evolved beyond the traditional conception of written text. In order to overcome this gap, a new competence, the textual and medial competence is proposed. The purpose of this communication is to reflect on the importance of this new competence and to provide the teaching staff with tools in the treatment of the textual competence in the classroom. For this we present a bidimensional model of textual and medial competence: the one that students must acquire and the didactic textual competence that teachers must have.Keywords: text, textual and medial competence, task design[1] En alemán, Text- und Medienkompetenz.
Un año de Spanish in a day. Resultados y retos futuros
Authors: Ayala Carrasco Provi , González Plasencia Yeray , Ramos Álvarez Antonio 
Published: July 2019

Resumen: en este artículo se ofrecen los lineamientos básicos del proyecto colaborativo Spanish in a day, el primer concurso audiovisual para estudiantes de E/LE de todo el mundo en Internet. En primer lugar, se expone la fase de creación del certamen, atendiendo a las bases, los objetivos, las categorías y la evaluación del mismo. Posteriormente, se muestran las novedades de la segunda edición, poniendo especial énfasis en el concurso paralelo para menores de edad y en el desarrollo de un curso MOOC basado en los vídeos obtenidos en la primera edición. Finalmente, se presentan los resultados del proyecto, profundizando en tres aspectos: los índices de participación, la retroalimentación que se ha obtenido de los participantes y la creación de una película que acoge los vídeos de todos los concursantes.Palabras clave: concurso audiovisual, nuevas tecnologías, MOOC. Abstract: this paper aims to provide an overview of the collaborative project Spanish in a day, the first online video contest for Spanish FL learners worldwide. In the first place, we will describe the key elements when designing the contest (rules, goals, categories and assessment criteria). Subsequently, we will focus on the new features of the 2nd edition, in particular those dealing with the parallel contest for underage students and with the instructional design of a MOOC, based on selected videos of the 1st edition. Lastly, conclusions drawn from data analyses will be addressed in relation to the following aspects: student participation and feedback and the production of a documentary film featuring video clips from all contestants.Keywords: video contest, new technologies, MOOC.
CaELEjeros: el estudiante como etnógrafo para el desarrollo de la Competencia Comunicativa Intercultural
Authors: González Plasencia Yeray 
Published: July 2019

Resumen: en este artículo se ofrece un enfoque para integrar la Competencia Comunicativa Intercultural en E/LE a través de prácticas etnográficas. El objetivo de la propuesta es que el estudiante elabore un video reportaje sobre un hecho cultural determinado, tomando como modelo textual el famoso programa Callejeros. La propuesta didáctica se organiza en cinco fases: aproximación, introducción, profundización, consolidación y coevaluación, en las que se alterna el trabajo individual, grupal y junto al profesor. Finalmente, se pone de manifiesto que esta metodología fomenta el aprendizaje autónomo e integral, puesto que promueve el desarrollo tanto de destrezas lingüísticas y comunicativas como afectivas, procedimentales y cognitivas. Una propuesta que incentiva la conciencia crítica del alumno en un marco altamente motivador.Palabras clave: competencia comunicativa intercultural, etnografía, cultura española, reportaje audiovisual. Abstract: this paper offers an approach to integrate Intercultural Communicative Competence into S/FL through ethnographic practices. The objective of the proposal is to produce an audiovisual report on a specific cultural fact, taking the famous Spanish programme Callejeros as a textual model. The didactic proposal is organized in five phases: approximation, introduction, deepening, consolidation and co-evaluation, in which the student works individually, in groups and in collaboration with the teacher. Finally, it is exposed that this methodology promotes autonomous and integral learning, given that it promotes the development of both linguistic and communicative skills as well as affective, procedural and cognitive strategies. A proposal that encourage the student's critical awareness in a highly motivating framework.Keywords: intercultural communicative competence, ethnography, Spanish culture, audiovisual report.
En un lugar del aula… De lo que le sucedió a don Quijote en una clase de E/LE
Authors: Souto Luz Celestina 
Published: July 2019

Resumen: El presente trabajo tiene como objetivo mostrar una vía para la lectura de El ingenioso hidalgo don Quijote de la Mancha en el aula de E/LE. La propuesta se realizará a través de una selección de recursos y actividades sobre el clásico de Cervantes. Las preguntas desde las cuales se parte para el planteamiento son: ¿Qué es un clásico? ¿Por qué leer a Cervantes en la clase de E/LE? ¿Cómo leerlo? ¿Qué ventajas tiene El Quijote en el siglo xxi para quienes tienen el español como segunda lengua?Palabras Clave: Siglo de Oro, Quijote, clase de E/LE, literatura Abstract: The present work aims to show a way to read El ingenioso hidalgo don Quijote de la Mancha in the E/LE class. The proposal is made through a selection of resources and activities about Cervantes. The questions we ask are: what is a classic? Why read Cervantes in E/LE class? How to read it? What are advantages of El Quijote in the 21st century for those who have Spanish as a second language?Keywords: Spanish Golden Age, Quixote, E/LE class, literature
Interacción y colaboración en el aula de E/LE a través de la web social
Authors: Concheiro Coello Pilar 
Published: July 2019

Resumen: Este artículo se centra en el uso de redes sociales como espacios de aprendizaje digital donde los estudiantes pueden interactuar y colaborar en la lengua meta. Se analizarán tareas y proyectos que utilizan aplicaciones de la web social para promover un aprendizaje motivador y significativo.Palabras clave: redes sociales, colaboración, interacción, aprendizaje significativo. Abstract: This article analyzes the application of social networks as spaces of digital learning where students can interact and collaborate in the target language. It includes tasks and projects that make use of social web applications to promote motivating and meaningful learning.Keywords: Social networks, collaboration, interaction, meaningful learning.
Creatividad en la enseñanza de español para negocios
Authors: Montañez Mesas Marta Pilar 
Published: July 2019

Resumen: La creatividad forma parte del aprendizaje, especialmente en ELE, también para fines específicos como español para los negocios. El proceso creativo pone orden en los nuevos conocimientos o contenidos y, al mismo tiempo, el resultado genera satisfacción en el aprendiz. En otras palabras, aprendemos mejor cuando la tarea nos interesa o nos emociona. Existen varios tipos de tareas creativas, pero podrían agruparse en dos: algunas de ellas requieren el manejo de programas informáticos y otras son de tipo retórico o literario. En las tareas que aquí se proponen, el aprendiz es el protagonista de su aprendizaje y ha de crear de la nada un texto original e inédito. Finalmente, la creatividad es útil pero tiene que adaptarse a cada grupo específico. Palabras clave: creatividad, ELE, español para fines específicos, español para los negocios, B1-B2 Abstract: Creativity is part of learning, especially in SFL, also in Spanish for Specific Purposes like Spanish for business. Creative process put order in new knowledge or contents and, at the same time, the results make the student happy. In other words, we learn better when we are interested in the task or it produces us emotions. In general, there are two types of creativity tasks: some of them need computer programs and others are rhetorical or literary. In the tasks that are proposes here the student is the protagonist of his learning and he has to create of nothing some original and unpublished text. Finally, creativity is useful but it has been adapted to the specific group. Key words: creativity, SFL, Spanish for Specific Purposes, Spanish for business, B1-B2
Growth Status and Parasitic Fauna of Clarias gariepinus Collected from Ogbese River and Owena River, South-West Nigeria
Authors: Abidemi-Iromini A. O. , Adelegan R. A. 
Published: July 2019

Aims: To determine condition status and identify parasitic fauna in intestine, gills and skins of Clarias gariepinus collected from two natural waters: Ogbese River (River A) (Longitude 5°26'E' and Latitude 6°43'N), and Owena River (River B) (Longitude 5.03E and Latitude 7.03N) in Ondo state, Nigeria respectively.
Study Design: Laboratory-experimental design was used in this study.
Place and Duration of Study: 120 live C. gariepinus African Mud Catfish were collected by the assistance of fishermen using cast net during the wet season during April to July 2016 from the two natural water bodies (Ogbese River and Owena River).
Methidology: Fish were transported live to the laboratory for examinations. Length (cm) and weight (g) measurement of fish were determined. Condition factor (K), isometric value (b) and regression coefficient were determined. Fish samples were examined using electronic Microscope (x 400 Mag.) by dissecting fish to remove organs (Intestines, gills and skins) for parasites occurrence (s). Descriptive and analytical statistics were used to analyse the data obtained.
Results: The condition factor for all C. gariepinus samples collected from both Rivers were less than one (<1), which indicated that the health status of the fish is biased, and the environment is not conducive. The parasitic examination carried out revealed that seventy-eight (65%) C. gariepinus fish samples were infested; while 42 (35%) of fish samples showed no parasite infestation. A total of Ninety-six (96) individual parasites were recovered from River A while a total of two hundred and twelve (212) individual parasites were recovered from River B. A total of eight (8) different parasites species were recovered while their percentage of occurrence was recorded. These include Ambiphrya spp. (4.17%), Camallanus spp. (6.25%; 2.83%), Capillaria spp. (16.98%), Chilodonella spp. (14.58%), Dactylogyrus spp. (64.58%; 5.66%), Diphyllobothrium latum (10.42%; 4.72%), Gyrodactylus spp. (61.32%) and Protoopalina symphysodonis (8.49%).
Conclusion: The water bodies need to be protected against further pollutants to prevent disease condition for the benefit of aquatic organisms and public health.
Posterior Thigh Isometric Force Measurement with Extended Knee
Authors: Santos Darío , Morales Isabel , Mattiozzi Andrea , Peláez Arleth , Pérez Sabrina , Fernández Agustín , Vignoli Matías , Domínguez Jorge , Battistin Mario , Barboza Rodrigo , Martínez Camilo , Stefanelli Lucia , González Sofía , Simini Franco 
Published: July 2019

Aims: The establishment of normal values for the hamstring flexibility and isometric posterior thigh force of healthy adults performing standard motor task consisting of acting against a rubber band in the supine position.
Study Design: Observation and ecological.
Place and Duration of Study: During a Sports Medicine three days event (Congreso DePunta) in Uruguay, September 2018.
Methodology: Random samples of 21 men and 16 women practicing different sport activities were asked to have their biomechanics properties measured by DINABANG, which is a novel clinical instrument to guide lower limb rehabilitation. DINABANG measures the force signal during the following specific motor task: in supine position, consists of hip flexion with fully extended knee and with malleolus attached to a rubber band held by the Physical Therapist behind the head of the person, until further effort would lift the person from the mat.
Results: Normal values for body weight specific peak force during isometric effort with extended limb in supine position and malleolus strap tied to an elastic band are (mean ± SD) 1.7 ± 0.4 / 1.9 ± 0.5 N•Kg-1 for men and 2.1 ± 0.5 / 2.3 ± 0.5 N•Kg-1 for women and weak/strong limb respectively. The volunteer-defined flexibility angles of the healthy young populations (21 men and 16 women) were found to be 67.5° ± 6.5° and 77.5°± 9.7° merging the distributions of both lower limbs, strong and weak.
Conclusion: These values will be included in subsequent versions of DINABANG to be used in clinical practice to help avoiding muscle strains by quantifying efforts during rehabilitation under Physical Therapist monitoring. DINABANG allows to safely perform a motor task in the medical office. It can be said that DINABANG is compatible with an ecological approach to rehabilitation.
Role of Aspergillus Galactomannan Antigen Test for the Screening of Invasive Aspergillosis in Patients with Hematological Malignancies
Authors: Salem Eman H. , Elbrolosy Asmaa M. , Awad Samah M. , Alhassanin Suzan A. , Aldesoky Amira I. , Gohar Suzy F. , Solimani Shaimaa S. 
Published: July 2019

Background: Invasive aspergillosis (IA) is a leading cause of death among immunocompromised patients, particularly those with hematological malignancies. The use of galactomannan (GM) antigen as a biological marker for screening of IA in high-risk patients is attractive and non-invasive tool that detect evidence of IA prior to the appearance of clinical manifestations.
Objectives: The aim of this study was to compare the diagnostic value of the conventional blood culture technique to the serological detection of GM antigen using ELISA for screening of IA in neutropenic patients with hematological malignancies.
Methods: Forty patients with haematological malignancies from those admitted to the Clinical Oncology Department of Menoufia University Hospitals (MUH) were enrolled and classified to have either proven (5/40; 12.5%), probable (10/40; 25%) or possible (25/40; 62.5%) invasive aspergillosis based on the clinical criteria provided by the European Organization for research and treatment of Cancer (EORTC) and Mycoses Study Group (MSG). Blood samples were collected from all participants and subjected to conventional blood culture for isolation and identification of Aspergillus spp. ELISA technique was applied for serological detection of GM antigen in the patients’ serum samples.
Results: The sensitivity, specificity, PPV(positive predictive value) and NPV (negative predictive value of GM antigen ELISA testing were 100%, 74%, 36% and 100% respectively for both proven and probable cases. On applying the principle of test in series (the patient is positive if positive in both culture and the GM test), the results were improved to 100% sensitivity, 100% specificity, 100% PPV, 100% NPV and 100% accuracy. Galactomannan antigen testing proved excellent sensitivity (80%) compared to other clinical features and radiological criteria for diagnosis of probable aspergillosis and proved to be a good negative test.
Conclusion: With conjunction of clinical and radiological signs, Aspergillus GM test can assist physicians in the of diagnosis of IA in patients with hematological malignancies to allow initiation of effective antifungal therapy which is ultimately important in high-risk populations.