Person:
Bueno-Alastuey, María Camino

Loading...
Profile Picture

Email Address

Birth Date

Research Projects

Organizational Units

Job Title

Last Name

Bueno-Alastuey

First Name

María Camino

person.page.departamento

Ciencias humanas y de la educación

person.page.instituteName

I-COMMUNITAS. Institute for Advanced Social Research

ORCID

0000-0001-7027-5382

person.page.upna

2680

Name

Search Results

Now showing 1 - 8 of 8
  • PublicationOpen Access
    Reimagining multicultural education: needed transformations at the epistemological level
    (IGI Global, 2021) R'boul, Hamza; Bueno-Alastuey, María Camino; Institute for Advanced Social Research - ICOMMUNITAS
    Multicultural education has actively endeavored to undermine inequalities and imbalances by offering pedagogical frameworks for accounting for and managing cultural diversity. However, foundational literature on multicultural education seems to be dominated by Western scholars, mainly American. This assumption is not in alignment with the objectives of critical education which seeks to stymie power imbalances and grant visibility to less popular individuals along with their cultures, understandings, and perspectives. That is why it is important to ask questions about whether multicultural education has exhibited any signs of seeking to stymie the hegemony of Western episteme in terms of its theory and praxis. This chapter argues that it is necessary to include other epistemologies in multicultural education theory and praxis in order to realize global cognitive justice. The main aim is to make a case for the possibility of further developing multicultural education by integrating other knowledges and ways of knowing.
  • PublicationOpen Access
    Pre-service teachers’ perceptions and training contributions towards ICT use
    (Universidad de Navarra, 2021) Bueno-Alastuey, María Camino; Villarreal Olaizola, Izaskun; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Investigaciones previas han concluido que las TIC se emplean escasamente en las aulas de Educación Infantil y Primaria debido en parte a una insuficiente formación en TIC. Este estudio explora su uso y la validez de una propuesta de formación basándose en una encuesta completada por dos grupos de estudiantes durante su periodo de prácticas. Los resultados indican un uso más frecuente de herramientas tradicionales que de colaborativas y sugieren que un curso específi co de TIC dota al alumnado de un kit de herramientas más amplio, favorece una opinión crítica sobre su uso y genera voluntad de intervención.
  • PublicationOpen Access
    Technology and pronunciation
    (Routledge, 2022) Bueno-Alastuey, María Camino; Gómez Lacabex, Esther; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    In this chapter, we will first provide an overview of present critical issues related to pronunci- ation in SLA and how technology can contribute to their development. Second, we will present how technology has influenced research on second language speech. And third, we will give an overview of the main advances in pronunciation teaching and learning that technology has allowed exposing some current limitations and potentials.
  • PublicationOpen Access
    English language learning as intercultural experience: promoting a critical understanding of intercultural relations
    (IGI Global, 2021) R'boul, Hamza; Bueno-Alastuey, María Camino; Institute for Advanced Social Research - ICOMMUNITAS
    Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.
  • PublicationOpen Access
    Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance
    (Wiley, 2022) Bueno-Alastuey, María Camino; Vasseur, Raychel; Elola, idoia; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Ciencias Humanas y de la Educación; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa.
    This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity, lexical diversity, accuracy, and fluency, as well as for overall quality using an analytic scale. Results suggest both treatments produced improvements, although PF was more beneficial for syntactic complexity, fluency, and overall quality, while CW led to more accurate texts. The order of treatments also affected scores: PF followed by CW produced better results in overall quality and fluency, while CW followed by PF was more beneficial for syntactic complexity and accuracy. Based on the results, pedagogical implications and recommendations, as well as limitations and suggestions for future research, are provided.
  • PublicationOpen Access
    Perceived constraints of contextual factors on CLIL teachers’ effectiveness: effect of a training course
    (Universidad de La Sabana, 2022) Azparren Legarre, María Paz; Bueno-Alastuey, María Camino; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
    Aunque se ha investigado la implementación de la metodología Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y sus resultados ampliamente, pocos trabajos se han centrado en el efecto de los factores contextuales (FC) en las actitudes de los profesores y en cuáles se perciben como limitaciones. Además, ninguna investigación ha explorado cómo la formación del profesorado podría cambiar las creencias de los docentes y ayudar a ajustar o modificar algunos de los efectos negativos que ejercen los FC en las prácticas docentes. Este estudio cualitativo explora las creencias de seis profesores de secundaria AICLE en servicio sobre los FC y el efecto que un curso de formación tuvo sobre ellas. Los resultados confirmaron que los FC se perciben como limitaciones para la implementación exitosa de AICLE, y que la capacitación puede tener un efecto positivo en la transformación de creencias negativas en otras más favorables. Esto, a su vez, puede ayudar a los profesores a hacer frente a las situaciones de enseñanza desfavorables que los FC pueden provocar a diario. Puesto que estos factores parecen obstaculizar el éxito de AICLE, considerarlos en los programas de formación puede contribuir en gran medida a mejorar la eficacia de los docentes.
  • PublicationOpen Access
    The Forging Links project: knowledge transference using pre-service teachers’ CLIL units with ICT integration
    (Universidad de Granada, 2022) Villarreal Olaizola, Izaskun; Bueno-Alastuey, María Camino; Institute for Advanced Social Research - ICOMMUNITAS
    La metodología AICLE y la integración efectiva de las TIC son conocimientos esenciales para el éxito de los programas AICLE. No obstante, se ha demostrado que tanto los profesores en formación como los que están en activo se sienten poco preparados para implementar con éxito estos programas. Investigaciones recientes han señalado al diseño de materiales como un método fructífero para aprender y para crear tareas que integren efectivamente las TIC. Este estudio muestra los resultados de un proyecto integrado en un programa de formación de maestros en el que a través de la creación de materiales se explora el conocimiento de los estudiantes sobre AICLE y la integración de las TIC, así como sus percepciones, y está basado en el análisis de una encuesta y de las unidades didácticas creadas. Los resultados mostraron consciencia de los diferentes estadios necesarios para un desarrollo AICLE apropiado, capacidad para usar las TIC en todos los estadios integrando varias dimensiones del conocimiento y percepciones muy positivas que respaldan los resultados de aprendizaje e indican un incremento en la motivación. Por otro lado, las tareas propuestas muestran grandes posibilidades de mejora, especialmente respecto a la integración de la lengua y usos más innovadores de las TIC.
  • PublicationOpen Access
    Quizlet and podcasts: effects on vocabulary acquisition
    (Routledge, 2020) Bueno-Alastuey, María Camino; Nemeth, Katalin; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Ciencias Humanas y de la Educación
    To date, several studies have investigated the potential benefits of using Quizlet and podcasts for vocabulary development. However, they have mainly focused on the use of available material, and its effects on receptive vocabulary acquisition and students’ motivation. In contrast, relatively little has been done to study the effects of student-generated podcasts and Quizlet flashcards sets on second language vocabulary acquisition including productive skills. Hence, the present study seeks to analyze and compare how student-created podcasts and Quizlet flashcards affect vocabulary retention, taking into account both receptive and productive vocabulary knowledge. Twenty-three adults, aged 18–61, participated in the study. The instruments used were vocabulary tests as pre-tests to check students’ prior knowledge, and as immediate post-tests to measure receptive and productive vocabulary acquisition, and a questionnaire to gauge students’ perceptions of the two methods. Results showed that although there was no significant difference between the two methods regarding receptive or productive vocabulary acquisition, and both techniques helped students to retain new vocabulary, participants expressed a greater preference for the Quizlet methodology.