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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language Fonseca Mora, María Carmen; Herrero Machancoses, Francisco; Gryb, Olena. - : Cogent OA, 2021 BASE Show details 2 Las narrativas transmedia en el aprendizaje de lenguas extranjeras ; Transmedia storytelling in foreign language learning Andrade-Velásquez, Marjorie-Roxana; Fonseca Mora, María Carmen. - : Universidad de Alicante. Grupo de Investigación Comunicación y Públicos Específicos (COMPUBES), 2021 BASE Show details 3 The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency? Buyse, Kris; Foncubierta Muriel, José Manuel; Herrero Machancoses, Francisco. - : Frontiers Media, 2020 BASE Show details 4 Communicative mediation and identity for the development of European democratic values in the EFL classroom Cores Bilbao, Esther. - : Universidad de Huelva, 2020 Abstract: Against the backdrop of rapidly evolving globalised societies in which public attitudes are polarised, and where phenomena such as the revival of nationalism intersect with movements that seek to achieve further internationalisation, the aim of this thesis is to put forward scientifically grounded teaching methodologies that can extend the strictly linguistic nature of adult English as a Foreign Language (EFL) by positively impacting on students' receptivity to the adoption of European democratic values, as well as on the functioning of the overall social dynamics of the classroom. From a conceptual perspective, this work endeavours to present the interrelationship between the socio-cultural perspective of the language teaching-learning process, the development of relational forms of social capital and the self-identification of students with European democratic principles and values. To this effect, and focusing on possible strategies for promoting active European citizenship through higher education, foreign language learning is explored as a means of developing cognitive, relational and communicative competence for individual empowerment. Building on the contributions of disciplines such as sociology and psychology, as well as the latest frameworks adopted at Community level for language and civic education, the importance of enabling learners to become participatory members of a democratic learning community, in which collaborative interaction, intersubjectivity and mutually assisted performance occur through the implementation of Mediated Language Learning Experiences (MeLLE) is equally upheld. The empirical application of mediation as a language activity (CEFR/CV, Council of Europe, 2018a) thus becomes the centrepiece of this contribution, as it underscores the collaborative nature of communication, explicitly asserting the role of the language learner as a social agent. The fundamental focus followed hence lies in the importance of establishing dialogical and reflective communities of practice in the language learning classroom setting which encompass the integration of relevant thematic content and a mediated approach as a critical variable in the development of collaborative activities. On the other hand, despite the considerable interest that European identity building has aroused and the quest undertaken by scholars to specify the predictors of its support, few studies have addressed, from a unitary theoretical framework, the joint analysis of positive identification attitudes among young people in Europe and the values they perceive as typically European. Among the shared community values considered here, the appreciation for linguistic diversity and multilingualism, the respect for otherness and the development of an intercultural mindset are fundamental premises for people to coexist in a world of increasing heterogeneity. Within this landscape, there is space for language identities and foreign language teaching to play an exciting part in education for democracy. Consequently, the other fundamental focus of this work is the process of Europeanisation, understood as the compounding effect of European integration on the of rules, values and identities on the lives of European nationals, which from the sociological angle here adopted inevitably demands attention to issues such as cross-border encounters in a European Union (EU) context, as well as inquiring how EU citizens are perceiving the politically promoted values and EU policies. To this end, we empirically address the plausability of attachment to Europe being derived from or intensified by transnational learning experiences. Finally, after examining the main interlinkages between the pedagogical paradigms of Intercultural Communicative Competence and Intercultural Mediation, their impact on the reconceptualisation of the role of educators is traced, substantiating the necessary conversion of teachers from target language and culture knowledge providers to facilitators of intercultural awareness. In a similar token, the management of pedagogical processes associated with the development of learning strategies as a by-product of a democratic classroom culture is analysed. Keyword: 58 Pedagogía; Competencia intercultural; Democratic values; EILE; ELF; European identity; Identidad europea; Inglés -- Estudio y enseñanza -- Estudiantes extranjeros; Intercultural competence; Lengua segunda -- Adquisición; Mediación; Mediation; Valores democráticos URL: http://hdl.handle.net/10272/19755 BASE Hide details 5 Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera Foncubierta Muriel, José Manuel. - : Universidad de Huelva, 2020 BASE Show details 6 La competencia lectora del alumnado universitario en contexto AICLE Foncubierta Muriel, José Manuel; Herrero Machancoses, Francisco; Fonseca Mora, María Carmen In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 75-88 (2018) BASE Show details 7 Desarrollo de habilidades tempranas de la destreza lectora en inglés como lengua extranjera ; The development of early reading abilities in english as a foreign language Fernández Corbacho, Analí. - : Universidad de Huelva, 2016 BASE Show details 8 Musical plus phonological input for young foreign language readers Fonseca Mora, María Carmen; Jara Jiménez, Pilar; Gómez Domínguez, María. - : Frontiers, 2015 BASE Show details 9 Instrumentos de investigación para el estudio del efecto de la música en el desarollo de las destrezas lectoras Fonseca Mora, María Carmen; Gómez-Domínguez, María In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 24, 2015, pags. 121-134 (2015) BASE Show details 10 Inteligencias múltiples : en el aula de español como lengua extranjera Puchta, Herbert [Verfasser]; Rinvolucri, Mario [Verfasser]; Fonseca-Mora, María Carmen [Verfasser]. - München : Hueber Verlag, 2014 DNB Subject Category Language Show details 11 Melodías en el proceso de desarrollo de la capacidad lectora Fonseca Mora, María Carmen. - : Universidad de Murcia, 2013 BASE Show details 12 Aprender español en USA : los medios de comunicación como motivación social ; Studying Spanish in the USA : mass media as social motivation Fonseca Mora, María Carmen; García Barroso, Lorena. - : Universidad de Huelva, 2010 BASE Show details 13 Aprender español en USA: los medios de comunicación como motivación social García Barroso, Lorena; Fonseca Mora, María Carmen In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 34, 2010 (Ejemplar dedicado a: Música y pantallas: mediaciones en el nuevo escenario digital), pags. 145-153 (2010) BASE Show details 14 El laboratorio de idiomas como recurso para la adquisición de la gramática mental de una lengua extranjera Fonseca Mora, María Carmen. - 2009 BASE Show details 15 Adaptación del discurso del profesor de L2 a la competencia transicional del alumno de nivel elemental Fonseca Mora, María Carmen; Cuenca Villarín, María Heliodora. - : Universidad de Sevilla, 2000 BASE Show details

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