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- ItemMiddle-Class Political and Cultural Subjectivities in the Chilean Social Outburst: Meritocracy, Social Justice, and Malaise(Routledge, 2022) Méndez Layera, María Luisa; Gayo, Modesto
- ItemMedicine-Hub: A New Teaching Tool for the Study of Sectional Anatomy(Lancaster Univeristy, 2023) Montt Blanchard, Denise; Inzunza, Oscar; Neyem, Andrés; Caro Pinto, IvánMedicine-Hub is a platform that integrates analogue and digital components, specially designed for the visualization of -and interaction with- high-fidelity anatomical structures matching the reality of a cadaveric preparation. This project presents a solution to the inequality gap generated by the scarcity of cadaveric dissections available for health career students.
- ItemPAIN IS MEASURED AND DETAILED Representations of Pain and Guilt in the Works of Alejandro Zambra and Carlos Gamerro(ROUTLEDGE, 2022) Areco, Macarena© 2023, Universidad Nacional de Colombia. All rights reserved.Few studies on large Latin American cities have addressed socio-environmental conflictive in its non-exceptional dimension, that is, in its everyday or banal dimension. This article analyzes which are the banal environmental problems, where they are reported, and what is the relationship between complaints and urban territories, in terms of socioeconomic level, density, and types of land occupation. The analysis is based on a database of environmental citizen complaints reported to the Superintendence of the Environmental and to the municipalities of the Metropolitan Region of Santiago, among which three communes —Independencia, Lo Barnechea and San Bernardo— are examined in detail. The municipal data were then georeferenced and statistically and spatially analyzed. The research shows that mixed residential sectors with high density are those that concentrate more complaints, mainly about noise. From the nature of the environmental claims and the spatial analysis of this database, we reflect about a new geography of urban conflict in its banal dimension, and its meaning in terms of citizen constructions of the environment in different territories of the city.
- ItemDictatorship and the Cold War in Official Chilean History Textbooks(PALGRAVE, 2019) Oteiza, Teresa; Castro, Claudia; Christophe, B; Gautschi, P; Thorp, R© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.
- ItemMoving Beyond Vocabulary: EFL Preservice Teachers’ Challenges Integrating Content and Language(Springer Science and Business Media B.V., 2024) Barahona M.; Hao J.© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.