http://hdl.handle.net/10379/5712 2017-10-29T21:59:33Z 2017-10-29T21:59:33Z Alderete Diez, Pilar http://hdl.handle.net/10379/6654 2017-07-06T01:01:09Z 2008-01-01T00:00:00Z

Reflection in Language Teaching/Learning: Is the European Portfolio the Answer? Alderete Diez, Pilar L. PEREZ RUIZ; I. PIZARRO SANCHEZ & E. GONZALEZ CASCOS [No abstract available]

2008-01-01T00:00:00Z Shaughnessy, Lorna http://hdl.handle.net/10379/6627 2017-07-03T01:02:15Z 2015-01-01T00:00:00Z

La experiencia no reclamada. Exilio, memoria y trauma en Ifigenia cruel de Alfonso Reyes Shaughnessy, Lorna Escrito diez anos después de la muerte de su padre y los eventos de 'La Decena Trágica', la Ifigenia cruel de Reyes explora el papel de la memoria en la formacion de la identidad de una manera que rompe con las convenciones narrativas de las versions recibidas del mito. Las obras de Cathy Caruth sobre memoria y trauma, especialmente sus investigaciones de las definicines de trauma de Sigmund Freud, abren el texto de Reyes a lecturas psicológica e históricamente complejas.

2015-01-01T00:00:00Z Alderete Diez, Pilar http://hdl.handle.net/10379/6625 2017-07-03T01:02:11Z 2014-01-01T00:00:00Z

Bumping into classroom walls: How to win the timed race of language learning in the university classroom Alderete Diez, Pilar Departing from student-led evaluations of Spanish classrooms in a university in Canada a few years ago, this chapter focuses on the conditions that space and time impose on our contemporary university classrooms. In those evaluations, students pointed towards the use of space and time in their universities as one of the main reasons contributing to failure in language learning. In their journals and interviews, they gave specific examples of the impact of spatial and time constraints on their learning of Spanish and they claimed that the time was ripe for a review of the notions of space and time in order to tackle the issue of language learning in higher education. This chapter attempts at such a review with a description of the physical characteristics of standard language classrooms in our globalized university settings and an analysis of the constraints that the organization of space and time impose on language learning in an aim to offer solutions to overcome these obstacles. It also looks at class timetables and semesterisation in third level European institutions, by offering a sample from a few universities in Ireland and in Spain in order to understand how their classrooms and timetables are organized. Through a series of short open-ended surveys at the same higher education institutions, it takes into account the influence of timetable and calendars on student engagement. It points towards the promotion of space-time awareness and examines the scope available both for language teachers and students to manage these two variables. It investigates the influence of virtual spaces for language learning (social networks and open source materials) as they are used in these universities in order to cope with time and space constraints and to support our students in their race to attain their goals in language learning.

2014-01-01T00:00:00Z Richardson, Bill http://hdl.handle.net/10379/5710 2016-04-27T01:00:19Z 2016-05-01T00:00:00Z

Patterns of place and space in the work of Rulfo Richardson, Bill [No abstract available]

2016-05-01T00:00:00Z