Examinando por Autor "Santiago Garabieta, Maite"

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    Análisis de las Tertulias Literarias Dialógicas en educación primaria: un estudio de caso a través de las voces y dibujos argumentados del alumnado
    (Hipatia Editorial, 2020-07-07) Foncillas Beamonte, Mercedes; Santiago Garabieta, Maite; Tellado, Itxaso
    Este artículo muestra el impacto que una Actuación Educativa de Éxito (AEE), en concreto las Tertulias Literarias Dialógicas (TLD) han tenido entre el alumnado de 4º de primaria, después de su implementación, durante 10 sesiones. Se ha contado con los relatos comunicativos escritos y los dibujos argumentados que estos niños y niñas aportaron, sin haber sido requeridos como parte de la investigación, pero que recogieron en profundidad la experiencia vivida. El estudio se enmarca en la investigación I+D+i: Impacto de los entornos interactivos de aprendizaje en el éxito académico y social (García-Carrión, 2015-2017). Se han analizado cualitativamente las aportaciones de estos 48 estudiantes. Los resultados evidencian, que las TLD favorecen la comprensión, la capacidad de reflexión, el conocimiento y el aprendizaje desde el disfrute de obras de literatura clásica. Paralelamente, destacan positivamente su evolución en las dinámicas de aula y en la participación en su entorno educativo y el familiar, mediante el aumento de las interacciones basadas en el diálogo igualitario.
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    The development of L2 (Basque) oracy skills through dialogic literary gatherings
    (SAGE Publications Inc., 2022-03) Santiago Garabieta, Maite; Villardón Gallego, Lourdes; García Carrión, Rocío; Duque Sánchez, Elena
    The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who have participated in Dialogic Literary Gatherings, a dialogue-based educational action, in Basque. The interactions of five students were observed and analyzed using the Cambridge Oracy Assessment Toolkit. The study also included an interview with the teacher, and a focus group with the participant students. The results show that L2 oracy skills of the students evolve when they participate in these dialogic encounters, especially in the cognitive and socio-emotional areas. Implications for the teaching of L2 spoken language are discussed.
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    Fostering student participation through Dialogic Pedagogical Gatherings to face anxiety toward English (L2) learning
    (Sociedad Española para el Estudio de la Ansiedad y el Estrés (SEAS), 2023) Gutiérrez Fernández, Nerea; Villardón Gallego, Lourdes; Fernández Villardón, Aitana; Santiago Garabieta, Maite
    Anxiety is an affective variable that negatively affects learning in general, and specifically second language learning. Several studies have demonstrated that the active participation of students helps to reduce learning anxiety. The Dialogic Pedagogical Gatherings (DPG) are an educational action that promotes participation through dialogue. However, the effect of this pedagogic strategy to overcome anxiety towards learning English (L2) in pre-service teachers has not been studied in depth. To this end, a quasi-experimental study with a mixed design was carried out with the participation of 48 preservice teachers. The results show that the anxiety level of the participants decreases considerably after the DGP intervention. These results have implications for second language teaching.
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    Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review
    (Frontiers Media S.A., 2021-04-29) Ugalde Lujambio, Leire; Santiago Garabieta, Maite; Villarejo Carballido, Beatriz; Puigvert Mallart, Lidia
    Children with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SEN.
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    Inclusion of L2 (Basque) learners in dialogic literary gatherings in a linguistically diverse context
    (SAGE Publications Ltd, 2023-11-01) Santiago Garabieta, Maite ; García Carrión, Rocío ; Zubiri Esnaola, Harkaitz ; López de Aguileta, Garazi
    The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.
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    Inclusivity, friendship and language learning: boosting collaboration in interactive groups
    (Routledge, 2023-03-20) Santiago Garabieta, Maite ; Zubiri Esnaola, Harkaitz; García Carrión, Rocío ; Gairal Casadó, Regina
    Background: In linguistically diverse contexts, language learning and the building of quality relationships are key–and intertwined–educational goals. These aspects are particularly important in learning communities where the language of instruction may represent an additional language for most students. It is, therefore, essential to identify activities that promote quality interactions in the language to be learnt. Interactive Groups (IGs) is an educational action that aims to create conditions conducive to promoting relationships of solidarity, collaborative interaction, and effective participation for all learners. There is a need to investigate how IGs may be most beneficially used with languages of instruction that represent minority languages within the given sociolinguistic context and are a second language for most students, as is the case with the Basque language in the Basque Country. Purpose: This exploratory case study sought (1) to explore the influence of IGs on the learning of Basque (a minority language and the language of instruction at school) as a second language for most students, and (2) to investigate the IGs in relation to students’ collegial relationships. Methods: Data were collected via a total of 14 interviews with students, teachers, school staff and volunteers, along with the consideration of material from 28 IGs. In-depth qualitative analyses were conducted. Findings: Analysis suggested that the increased opportunities to communicate in the classroom during IGs bolstered the levels of collaborative language learning interactions. In addition, the scaffolding and supportive exchanges between students contributed to the development of collegial friendships. Conclusion: In our small-scale study, interaction in Basque and friendly collaboration between students developed and was enabled within the IGs. This highlights the potential of IGs to foster the learning of additional and minority languages, as well as to promote the growth and flourishing of positive relationships between students involved in the activities.
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    Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education
    (Springer Nature, 2023-12-14) Álvarez Guerrero, Garazi ; García Carrión, Rocío ; Khalfaoui Larrañaga, Andrea; Santiago Garabieta, Maite; Flecha García, José Ramón
    Scientific literature has clarified that bullying is a global challenge and students with special educational needs (SEN) are at a higher risk of experiencing it. Educational actions focused on dialogue and interaction as dialogic gatherings (DG) have been widely studied as a successful educational action (SEAs) rooted in egalitarian dialogue that promotes social cohesion. However, its potential to prevent bullying among students with SEN remains to be investigated. This qualitative case study explores the impact of implementing DG in two elementary classrooms and its potential to prevent school violence in a comprehensive school setting (43 students, 10–12 years old, from which 5 had SEN). Classroom observations of DGs and focus groups with teachers and students were conducted. Data analysis indicated that DG effectively contributed to students’ increased awareness regarding the distinction between violent and non-violent relationships, and influenced their personal preferences, guiding them towards non-violent behaviours. Implications for practice highlight the potential of DG to enhance non-violent behaviours among elementary students, which is particularly relevant to ensure students with SEN’s protection and inclusion.
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    Strengthening ties to L2: improving secondary students’ attitudes through dialogic literary gatherings
    (Hipatia Editorial, 2022-06-24) Santiago Garabieta, Maite; García Carrión, Rocío; Villardón Gallego, Lourdes
    Over the last decades, many efforts have been made to establish the Basque minority language as a normalized language in the Basque Country. Research has shown that language use, language proficiency and attitudes towards language are closely associated. Likewise, the benefit of interactive learning environments for improving language proficiency is well known. However, the effect of such environments on attitudes towards second languages (L2) has been less studied. This article presents a qualitative study that explores the extent to which the implementation of a particular dialogue-based classroom strategy, named Dialogic Literary Gatherings (DLGs), may transform secondary students’ attitudes towards Basque (L2). The DLGs were carried out with 46 secondary education students in the Basque Country. After implementing DLGs, teachers’ interviews and students’ focus groups were conducted and analysed inductively. Results show that participants reported changes in students’ attitudes towards Basque and they related these changes to the dialogical space they experienced during the DLGs, since this created affordances for them to engage in meaningful discussions when speaking in Basque. Implications of the study are discussed.