The teaching profession has an important emotional burden that, together with the erosion of different elements that compose it from continuous educational reform to the bad behavior and demotivation of students has led to many teachers experiencing physical and psychological illness or leaving the profession. Nevertheless, studies and interventions in this regard are still insufficient in the Spanish context. This situation also exponentially affects pre-service teachers, which according to numerous studies is the stage during which the diminishing of teacher well-being begins and consolidates. Within this panorama, with this study the authors pursue to determine which dimensions of teacher well-being are capable of predicting the professional success of 88 pre-service primary education teachers who specialize in a foreign language so that they can be addressed in the training process. To this end, an ex post facto study was carried out correlating the following instruments: the Teacher Distress Questionnaire, the Trait Emotional Intelligence Questionnaire and the Maslach Burnout Inventory-Educators Survey with an adaptation of the Rueda de la vida escolar sobre el éxito y la satisfacción laboral del docente (Wheel of school life on teacher success and job satisfaction). Multiple linear regression revealed that of all the variables studied for teacher well-being (intrinsic motivation, expectations about good professional performance, professional distress, professional exhaustion, irrational beliefs, emotional intelligence and burnout) only emotional intelligence and intrinsic motivation have the ability to predict the success of teachers in training in their future professional performance. This result is of paramount importance for reconsidering the training that teachers receive during their university stage, which currently and substantially prioritizes the cognitive component over psychosocial and emotional components.

In this qualitative study, we aim to gain insight into the stakeholders’ perspectives around the inclusion of a mild intellectual disability (MID) student of perinatal origin in the foreign language (FL) classroom, and their perspectives on the student’s working conditions, and the support needed to effectively develop this student’s basic FL skills. The research hypothesis holds that the stakeholders face numerous technical, contextual, and formative challenges which hinder the MID student’s learning conditions in the FL classroom. The study was carried out in a state secondary school of the metropolitan area of Granada (Spain). Different stakeholders participated in this study. As an instrument of research, we designed an in-depth interview with open questions. The data were perused, sifted, and interpreted by means of a content analysis methodology. The main results confirm the research hypothesis since stakeholders’ perspectives are positive towards the theoretical bases of inclusive education. Conversely, we observe that these perspectives are negative when it comes to the real and effective practice of inclusive education in the FL classroom, which would allow them to tailor their teaching methodology to the real needs of the MID student and the rest of students with special educational needs (SEN).

In this study, we aim to assess the effect of debating via Zoom (DVZ) on secondary students’ critical thinking, argumentation writing, and social skills. This research was conducted using a structured methodology, employing a quasi-experimental design with pre- and post-tests to examine students’ critical thinking and argumentation writing skills. It provides empirical evidence to support its claims. Also, a questionnaire was distributed among the participants to collect students’ attitudes toward the study variables. The quantitative data was analyzed using SPSS 17. The results showed that DVZ enhanced inference, assumption recognition, interpretation, and argument evaluation. DVZ significantly improved the students’ critical thinking and argumentation writing. Student attitudes on DVZ’s impact on critical thinking, argumentation writing, and social skills varied substantially (α ≤ 0.05). In total, 68% of the respondents supposed that DVZ allowed language to be practiced, and 74% said it promoted courageous questioning. This study demonstrates that most students think DVZ aids in the development of argument introductions, conclusions, and evidence. Zoom’s robust privacy measures and anti-cyberbullying policies ensure a safe and secure digital learning environment. Based on the results, we suggest comparing the findings of DVZ to in-person debates.

El objetivo de este estudio es proporcionar una revisión teórico-práctica de la literatura referente al alumnado con discapacidad intelectual que aprende una lengua extranjera con el fin de ofrecer a los docentes de lenguas caminos para alcanzar una educación inclusiva de calidad y equitativa. Para ello, hemos realizado un análisis exhaustivo de las investigaciones y propuestas metodológicas más beneficiosas y actuales que se han llevado a cabo. De la misma manera, ponemos de relieve cómo el aprendizaje de idiomas contribuye no solo a una mejora académica, sino también a la inclusión sociocultural. Los estudios revisados incluyen tanto estudios de caso como programas de intervención específicos y propuestas pedagógicas. Los principales resultados ponen de relieve que los materiales didácticos empleados con este tipo de alumnado no son adecuados para el aprendizaje de idiomas. Paralelamente, estudios desarrollados en contextos bilingües arrojan resultados bastante sorprendentes: algunas personas con discapacidad intelectual pueden manifestar habilidades lingüísticas extraordinarias. Asimismo, el contexto canadiense aporta datos sugerentes gracias a la actuación de una docente bajo los principios de la inclusión generativa y el uso de una metodología basada en el diseño universal para el aprendizaje (DUA).

El artículo propone un modelo integrador de literacidad literaria estructurado en torno a tres ejes principales: 1) integración de la lectura y la recepción de textos literarios (incluyendo textos multimodales) con la creación literaria, 2) apreciación ético-estética de la literatura, y 3) desarrollo coordinado en lenguas maternas y lenguas adicionales. A través de una revisión de estudios especializados se abordan las necesidades formativas del futuro profesorado para desarrollar la mediación literaria, teniendo en cuenta sus perfiles lectores, creencias y competencias didáctico-literarias. Seguidamente, se analizan los modelos de lectura literaria y escritura de textos creativos propuestos en el Marco europeo de referencia para las lenguas (2020) y se relacionan con estudios recientes sobre el papel de la literacidad literaria en la enseñanza de lenguas adicionales. A continuación, se presenta un estudio de caso centrado en una asignatura en torno a la ficcionalidad en la enseñanza de lenguas, a partir del cual se concluye con la propuesta de un modelo de formación docente para la integración de la literacidad literaria en primeras lenguas y lenguas adicionales. Esta publicación es parte del proyecto de I+D+I “(Trans)formaciones crea(c)tivas para una cultura de la pertenencia y el cuidado mediante un modelo plurilingüe de literacidad literaria” (SEJ-168-UGR23), cofinanciado por la Consejería de Universidad, Investigación e Innovación y por la Unión Europea con cargo al Programa FEDER Andalucía 2021-2027.