Persona:
Escobar Álvarez, Mª Ángeles

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Dirección de correo electrónico
maescobar@flog.uned.es
ORCID
0000-0001-8650-0038
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Apellidos
Escobar Álvarez
Nombre de pila
Mª Ángeles
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2020 - 20254
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Nivel de acceso: info:eu-repo/semantics/closedAccess ×

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Mostrando 1 - 4 de 4
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    Addressing Curriculum Imbalance: The Benefits of a Cross-Curricular Approach in English Primary Schools
    (Routledge, 2025-08-01) Fernández Barroso, Fernando; Escobar Álvarez, Mª Ángeles
    In the English primary education, core subjects often take precedence over foundation subjects, making it challenging to deliver a broad and balanced curriculum. Primary schools follow the English National Curriculum (NC), which offers an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum (DfE, 2013, p.6). This paper explores the implementation of a cross-curricular approach in a Year 2 classroom in London. It interprets the NC guidance to demonstrate how this framework can create meaningful connections between core subjects and the often-overlooked foundation subjects, thus elevating the profile of marginalised disciplines. Creating a robust Long-Term Plan (LTP), Medium-Term Plan (MTP) and weekly plans are identified as key tools for addressing this curriculum imbalance, ensuring that cross-curricular connections are planned for carefully throughout the academic year. By doing so, the article argues that schools can deliver a purposefully broad and balanced curriculum through the connections of different disciplines that share a common theme.
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    Developing CLIL in Tertiary Education: Working with Tourism Texts
    (Palgrave Macmillan, 2020) Escobar Álvarez, Mª Ángeles
    Many adults enter higher education in Europe where English for Specific Purposes (ESP) is key to their studies and therefore they are required to have sufficient preparation for the development of professional expertise in this target language. Recently, Content Language Integrative Learning (CLIL) has also been incorporated in tertiary education. This chapter examines a number of challenges addressing both ESP and CLIL. The main goal of this chapter is twofold: (i) To focus on students’ needs when facing ESP; (ii) To discuss the skills required to succeed in CLIL modules paying attention to both the acquisition of disciplinary content and the improvement of the target language. In particular, this chapter examines some carefully prepared reading and writing activities for a university course on English for Tourism.
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    Audiovisual translation (dubbing and audio description) as a didactic tool to promote foreign language learning: The case of Spanish clitic pronouns
    (John Benjamins, 2021) Vermeulen, Anna; Escobar Álvarez, Mª Ángeles
    This empirical study focuses on the use of Spanish clitic pronouns when they function as accusative or as dative clitics in the translation tasks performed by university students of Spanish as a foreign language (SFL). The participants were 35 Belgian Dutch-speaking students of SFL (Level B2) from the Department of Translation, Interpreting and Communication of Ghent University (Belgium), who are enrolled in the Translation course. They were asked to perform two tasks: (1) to create an audio description script in Spanish, and (2) to translate the English dialogues into Spanish from a sequence taken from the film The Help (Taylor 2011). The written texts they produced were compared to those written by 39 Erasmus Spanish native students, who carried out the same tasks. The results showed that the Belgian students produced significantly fewer clitic pronouns, especially in the case of dative clitic doubling, than those produced by the Spanish natives. As for the differences between the two modes of audiovisual translation, the findings revealed that the Belgians produced more accurate results in the interlingual than in the intersemiotic task. The results of our study also made it clear that more attention should be paid to the use of redundant clitic pronouns in the SFL classroom.
  • Miniatura
    Publicación