Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The COVID-19 pandemic and particularly, mitigation measures taken by government institutions in Mexico, such as the closure of all schools at all levels of education, have brought strong regressive consequences in terms of both education and gender equality. In this paper, we start from a theoretical framework of gender and family to analyze, along with the negative repercussions of this measure (especially for women and children), an embodied experience of upbringing and community education in Mexico. This experience seeks to preserve educational and labor rights violated by school closures such as sociability, guardianship and custody of minors, the right to a life free of violence, work-life balance, among others. Our aim is to suggest some keys for an ecofeminist and community solution to the education crisis in this country.

This paper reports an analysis of the building of gender awareness through a pedagogical intervention on men and also masculinities from a gender-based perspective in educational spaces in Guadalajara, Mexico. The work is resultant from the recollection of experiences of a workshop performed with four different groups composed of men and women. The outcomes show the way in which all the participants reflect and dialogue about the meanings, practices, identifications and gender relations of men. Based on the theoretical contributions from constructivism in education and gender studies on men, it is advocated the notion of “building gender awareness” as a proposal of a theoretical and political category to understand the process of reflexivity. The people participating in this process, through reflection of the personal experience and collective dialogue, were able to identify various problematic gender practices among men such as violence, risk behaviors and lack of co-responsibility at home, school, work, as well as in the exercise of sexuality and affective relationships.

This article aims to give an account of the creation and development of the project VATOS! Masculinidades en colectivo, a transdisciplinary intervention project hosted by the Unidad de Equidad, Educación y Formación con Perspectiva de Género of the Facultad de Bellas Artes de la Universidad Autónoma de Querétaro (FBA - UAQ); this project aims to generate spaces from which it is possible to build a community with people who have been socialized as a men through the critical questioning of masculinity, its meanings, its privileges, its costs and its consequences, from a gender and intersectional perspective and by the hand of radical tenderness.

This study explores the experiences of a group of students, from a disadvantage background, with the use of Computer Graphic Organisers (CGOs) in their English as a Foreign Language (EFL) class. More specifically, the paper analyses students’ recontextualisation of their English language learning process in performing reading comprehension activities. The participants were students from the Distrito de Aguablanca in Cali, enrolled in a Computer System Technician Program in a state funded institution. Action research was carried out for 12 weeks using the Substitution, Augmentation, Modification, and Redefinition Model (SAMR) to enable the integration of technology in the classroom. Data were collected through, focus group, semi-structured interviews, observations.  The results reveal that CGOs are effective for the learning process of students.  The study concludes that the introduction of technology through the use of CGOs requires a willingness on the part of the teacher to bring about technological change in the classroom, and an openness to the effective recontextualisation of the students’ learning process. Furthermore, it shows that recontextualisation and CGOs have a positive impact on the students learning and creativity which in turn improve their performance and attitudes towards English language learning.  

Currently, the challenges posed by the consumption of online platforms is the translation of colloquialisms that appear in series and films, therefore, the translational treatment of these elements requires a high degree of knowledge of sociocultural factors in both working languages to achieve a faithful and precise translation in the audiovisual translation modality (AVT). According to PACTE (2018), this knowledge is implicit in the Linguistic (LS) and Extralinguistic (EL) sub-competence, whose declarative knowledge goes hand in hand with the procedural one, which is manifested in the transfer sub-competence. In this process the LS and ES have an intrinsic relationship with the transfer capacity from L1 to L2; Making this relationship clear is the objective of this study. This empirical-experimental investigation presents the preliminary results of a pilot test, which sought to identify the level of correlation between LS and SS during the resolution of an AVT test that involved the management of colloquial speech. As a result, the Pearson coefficient shows a significant correlation between the sub-competencies mentioned in the test applied to a sample of ten students who are members of the Bachelor and Postgraduate programs in Translation at the AUBC.

Based on the concept of linguistic distance (Santos Gargallo, 1993; Moreno, 2010) and the transfer/ interference hypothesis (Kellerman, 1977; Kellerman et al, 1986), it can be said that the long linguistic distance between Chinese and Spanish implies many difficulties for Chinese learners due to lack of support from the known phenomena in their mother language. However, a possible beneficial factor is that Chinese university students generally possess a good command of English, which is in the middle of the linguistic sequence (Lu, 2008, p. 48) where Chinese is their native language and Spanish their third language. Our hypothesis is that similarities between English and Spanish would trigger positive transfer, while differences would generate interference. Following a comparative study of Spanish and English participles, the present research studies the Chinese university students’ use of the Spanish participle and carries out an error analysis (EA). The result of the EA ratifies our hypothesis, and we have further found that positive transfer is represented prominently in usages at basic and intermediate levels, while negative transfer is represented mainly at an advanced level.