On the use of lexical stress in reading Spanish

This paper investigates whether or not lexical stress is used for lexical access in Spanish. A lexical decision task and a masking priming procedure were used to compare correctly-versus-incorrectly stressed words (e.g., técla-TECLA vs. teclá-TECLA). SOA (Stimulus Onset Asynchrony) was manipulated at 33, 66, 100, and 143 ms. The results showed that congruent condition was easier, but in 143 ms SOA only. Furthermore, while congruent condition did not differ from a control identity condition (e.g., tecla-TECLA) incongruent condition was slower, but in 100 and 143 ms SOA only. All these results suggest that stress affects lexical access at a late stage of lexical access processing. Reading models should be re-designed in order to include lexical stress as another phonological code which is used for reading.     

Del diseño curricular de lengua a las unidades didácticas. Ejes sobre los que articular el área de Lengua y Literatura

En el actual plan de estudios son los contenidos gramaticales el núcleo vertebrador de los programas de Lengua desde el Ciclo Medio de EGB a COU. El empleo de un metalenguaje que no está al alcance de los alumnos y su monótona repetición año tras año sin apenas variaciones desestimula claramente el aprendizaje. Hay otras fórmulas, más aptas para cada etapa o ciclo, que se exponen en este artículo: la globalización en la Educación Primaria; la organización en torno a ejes temáticos en el ciclo 12–14 y en torno a la tipología del texto o las formas de expresión y los géneros literarios en el ciclo 14–16. Además de dar más variedad a la asignatura de Lengua a lo largo de toda la etapa escolar, el uso de estos ejes permitiría adaptar la enseñanza de la Lengua al nivel de madurez de los alumnos en cada uno de los ciclos     

What every worker wants? Evidence about employee demand for learning

In order to boost learning, recent UK governments have invested in trade union‐led workplace learning. Investing in the supply of learning is useful but ignores the demand for learning by workers, about which there is little research. This paper addresses this lacunae by analysing worker demand for learning, which workers want learning, what learning is demanded and why, and what factors might best lever learning. Data come from two surveys of potential learners and union learning representatives. Findings reveal a large demand for learning and that unions can lever this learning. Findings also suggest further policy development to address problems associated with union‐led learning.     

Fostering environmental action through outdoor education

In this article I review my own teaching effectiveness specifically relating to a postgraduate university course. Whilst the theoretical material of the course promotes action there is no formal requirement for students to actually undertake action, leaving me to wonder whether my teaching has had any effect beyond the limitations of the course. I conducted a small-scale enquiry involving a recent cohort to explore this. An organising framework of single-loop, double-loop and triple-loop learning is introduced to distinguish between shallow and deep learning based on the differing degrees of intensity in the way that students reported their learning experiences and actions. The data show that the reflexivity reported by students, who are wrestling with concepts of self and agency, is consistent with what has been termed ‘inquiry as stance’. I have learnt that agency lies not just in the actions of students but also in the way they approach, internalise and externalise their own teaching and learning.