Videos by Angels Oliva-Girbau
Video of my presentation at EDULEARN21, in which I describe the structure of the e-portfolios and... more Video of my presentation at EDULEARN21, in which I describe the structure of the e-portfolios and discuss the different types of writing and their purposes 2 views
Papers by Angels Oliva-Girbau
EDULEARN21 Proceedings, 2021
Since 2009, the training for pre-service secondary school teachers of English consists of a 60 EC... more Since 2009, the training for pre-service secondary school teachers of English consists of a 60 ECTS Master's course that includes a 250-hour stay in a secondary or language school. The Master's course differs from other academic programmes in its emphasis on developing students' professional knowledge and competences as teachers rather than on preparing them to conduct research as in other PhD and research-focused postgraduate programmes. The materials we hereby present were designed for the English specialisation, part of the programme jointly delivered by Universitat Pompeu Fabra and Universitat Oberta de Catalunya, a programme conceived within the framework of realistic teacher education (Esteve 2013, Korthagen 2011, 2001) that provides student teachers with opportunities to reflect on and internalise what they learn in the academic and the school contexts, connecting them in a meaningful and transformative way, and also placing a strong emphasis on the development of core practices (Grossman, Hammerness & McDonald, 2009; Grossman & McDonald, 2008) and discipline-specific knowledge. To bridge the gap between the academic and professional contexts, we present e-portfolios as a mediation tool (Wertsch, 2004) that prompts student teachers to engage in reflection and analysis using visual and textual media. The e-portfolio facilitates the development of a professional identity in the context of pre-service teacher education due to the role discourse plays in mediating student teachers' epistemological, metacognitive and professional development. Through the e-portfolio, student teachers articulate the ongoing development of their identity as ESOL teachers, which revolves around these components: Their beliefs about language, language teaching and learning; their acquisition of core teaching competences and the knowledge of the language and culture of the specialisation; and, finally, their experiences participating in professional and academic communities of practice. By connecting the key components of teacher identity to examples of students' texts, we justify the pertinence of using e-portfolios to successfully mediate STs' socialisation into the professional community, to resolve the conflicts between their student and teacher identities and to activate long-term professional growth.
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This paper studies the construction of an academic identity through writing in English as a fore... more This paper studies the construction of an academic identity through writing in English as a foreign language, using a theoretical approach based on socio-constructivism, genre theory, systemic-functional linguistics and cultural-historical activity theory. Specifically, we study the relationship between academic genres and identity in first-year Humanities students, and to what extent a reflective social approach to writing instruction can foster students' initiation by providing spaces to analyse and discuss the nature of the academic activity system. The theoretical underpinnings present students' identity in construction as an essential element in the process of acquisition of academic genres, hence key to students' success at university, and students' identities as key elements of the academic activity system, at the same level as the other three – its communication tools, users, and goals. The theoretical framework guided the design of a course on academic Engl...
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Aquesta tesi estudia la construcció de la identitat acadèmica a través de l'aprenentatge de ... more Aquesta tesi estudia la construcció de la identitat acadèmica a través de l'aprenentatge de l'escriptura acadèmica en anglès com a llengua estrangera, en base a un marc teòric que recull aportacions del socioconstructivisme, la teoria de gèneres, la lingüística sistèmica-funcional i la teoria de l'activitat històricocultural. Més específicament, s' estudia la relació entre l'adquisició de gèneres acadèmics i desenvolupament de la pròpia identitat en alumnes de primer any d'Humanitats, i fins a quin punt un enfocament basat en les teories ...
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REDU. Revista de Docencia Universitaria, Apr 30, 2013
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espanolEn este articulo se analizan las representaciones de estudiantes y profesores acerca de lo... more espanolEn este articulo se analizan las representaciones de estudiantes y profesores acerca de los generos que escriben en las aulas universitarias espanolas y la finalidad que les atribuyen. Se valora hasta que punto son compartidas por ambos colectivos y como las practicas de escritura contribuyen a la creacion de conocimiento en las areas disciplinares. Las respuestas de la submuestra de estudiantes (N = 725) y profesores (N = 178) del ambito de las ciencias sociales se analizo cultativamente a partir de 12 familias de generos agrupadas en cinco funciones: Conocimiento Disciplinar (CD); Analisis Critico (AC); Reflexion Personal (RP); Investigacion (I); y Practica Profesional (PP). La demostracion de Conocimiento Disciplinar aparecio como la meta mas habitual para ambos colectivos. Los generos que tienen como proposito la Investigacion, por el contrario, y los dedicados a la Reflexion Personal fueron los menos frecuentes. El genero mas habitual fue la Explicacion, que en ambos col...
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This paper studies the construction of an academic identity through writing in English as a forei... more This paper studies the construction of an academic identity through writing in English as a foreign language, using a theoretical approach based on socio -constructivism, genre theory, systemic -functional linguistics and cul tural-historical activity theory. Specifically, we study the relationship between academic genres and identity in first -year Humanities students, and to what extent a reflective social approach to writing instruction can foster students' initiation by prov iding spaces to analyse and discuss
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In spite of the pressure to produce multilingual and communicatively competent graduates, there a... more In spite of the pressure to produce multilingual and communicatively competent graduates, there are few studies on the subject of Content and Language Integrated Learning (CLIL) in Higher Education (HE). This paper analyses a range of course materials which are based on CLIL practices. These materials illustrate the positive effects that have made CLIL so popular in European primary and secondary education – learner autonomy, focus on real communication, change of classroom roles, etc. Ultimately, we aim at opening a discussion on the implementation of CLIL in HE and its positive effects on students’ ability to compete in the global job market when fluency in English is a lucrative asset.
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EDULEARN Proceedings, 2021
Since 2009, the training for pre-service secondary school teachers of English consists of a 60 EC... more Since 2009, the training for pre-service secondary school teachers of English consists of a 60 ECTS Master's course that includes a 250-hour stay in a secondary or language school. The Master's course differs from other academic programmes in its emphasis on developing students' professional knowledge and competences as teachers rather than on preparing them to conduct research as in other PhD and research-focused postgraduate programmes. The materials we hereby present were designed for the English specialisation, part of the programme jointly delivered by Universitat Pompeu Fabra and Universitat Oberta de Catalunya, a programme conceived within the framework of realistic teacher education (Esteve 2013, Korthagen 2011, 2001) that provides student teachers with opportunities to reflect on and internalise what they learn in the academic and the school contexts, connecting them in a meaningful and transformative way, and also placing a strong emphasis on the development of core practices (Grossman, Hammerness & McDonald, 2009; Grossman & McDonald, 2008) and discipline-specific knowledge. To bridge the gap between the academic and professional contexts, we present e-portfolios as a mediation tool (Wertsch, 2004) that prompts student teachers to engage in reflection and analysis using visual and textual media. The e-portfolio facilitates the development of a professional identity in the context of pre-service teacher education due to the role discourse plays in mediating student teachers' epistemological, metacognitive and professional development. Through the e-portfolio, student teachers articulate the ongoing development of their identity as ESOL teachers, which revolves around these components: Their beliefs about language, language teaching and learning; their acquisition of core teaching competences and the knowledge of the language and culture of the specialisation; and, finally, their experiences participating in professional and academic communities of practice. By connecting the key components of teacher identity to examples of students' texts, we justify the pertinence of using e-portfolios to successfully mediate STs' socialisation into the professional community, to resolve the conflicts between their student and teacher identities and to activate long-term professional growth.
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Redu Revista De Docencia Universitaria, 2013
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Taula Rodona Internacional Tri Clil Sobre Aprenentatge Integrat De Continguts I Llengues, 2011
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Taula Rodona Internacional Tri Clil Sobre Aprenentatge Integrat De Continguts I Llengues, 2011
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This paper studies the construction of an academic identity through writing in English as a fo... more This paper studies the construction of an academic identity through writing in English as a foreign language, using a theoretical approach based on socio-constructivism, genre theory, systemic-functional linguistics and cultural-historical activity theory. Specifically, we study the relationship between academic genres and identity in first-year Humanities students, and to what extent a reflective social approach to writing instruction can foster students' initiation by providing spaces to analyse and discuss the nature of the academic activity system. The theoretical underpinnings present students' identity in construction as an essential element in the process of acquisition of academic genres, hence key to students' success at university, and students' identities as key elements of the academic activity system, at the same level as the other three – its communication tools, users, and goals. The theoretical framework guided the design of a course on academic English as a foreign language for first-year Humanities students at Universitat Pompeu Fabra. The course materials were used simultaneously as research tools to gather the data for the study, using an emic perspective as a teacher/researcher. The results show a close relationship between students' problems with the acquisition of genres in English and conflicts between their identities and other elements of the academic activity system, particularly their relation to other members and to ideational content, and hence students' inability to make relevant contributions due to problems using academic genres in English.
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Aquesta tesi estudia la construcció de la identitat acadèmica a través de l'aprenentatge de l'esc... more Aquesta tesi estudia la construcció de la identitat acadèmica a través de l'aprenentatge de l'escriptura acadèmica en anglès com a llengua estrangera, en base a un marc teòric que recull aportacions del socioconstructivisme, la teoria de gèneres, la lingüística sistèmica-funcional i la teoria de l'activitat històricocultural.
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Videos by Angels Oliva-Girbau
Papers by Angels Oliva-Girbau