Examinando por Autor "Zubiri Esnaola, Harkaitz"

Mostrando 1 - 6 de 6
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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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    Interactive groups: fostering collaborative interactions in an additional language in a multilingual context
    (Hipatia Editorial, 2023-10-25) Ugalde Lujambio, Leire; García Carrión, Rocío; Intxausti Intxausti, Nahia; Zubiri Esnaola, Harkaitz
    Research has shown that participating in collaborative interactions is essential both for language learning and for effective access to school content, which is even more important in multilingual contexts where a large proportion of students are in schools where the language of instruction is different from the language of the home context. However, research still needs to analyse further educational actions that succeed in generating collaborative interactions under these circumstances. This exploratory study analyses an educational action called Interactive Groups in a multilingual context in which Basque is the language of instruction and is the L2 for most pupils. Using the Communicative Methodology, twenty-one Interactive Groups were video recorded and analysed qualitatively and quantitatively. Two interviews were conducted with teachers, one with a volunteer, seven with students, and two focus groups with students. The results show that collaborative interactions in the target language prevail in these Interactive Groups, which is achieved because both the adult and the students generate a collective scaffolding that (a) encourages focusing on the academic task, (b) neutralises disruptive behaviours and (c) activates solidarity among students to overcome learning difficulties. The educational implications of the results are discussed
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    “It was Very Liberating”: dialogic literary gatherings supporting mental health literacy
    (Springer, 2023-07) Zubiri Esnaola, Harkaitz; Racionero-Plaza, Sandra; Fernández Villardón, Aitana ; Carbonell Sevilla, Sara
    Mental health is being reframed as a fundamental right for all people, and mental health literacy is a tool that can enable patients to gain the knowledge, personal skills, and confidence to take action to improve their mental health, and their lives overall. This exploratory study analysed the power of dialogic literary gatherings (DLGs) to foster it in a group of patients with mental health disorders who gathered for 1 h once a week to share their readings of literature masterpieces. During the year-long study, a total of 140 patients participated in the DLGs in groups of 12 to 15 people. Results suggest that DLGs promoted the development of the participants’ mental health literacy and produced gains in emotional and social wellbeing by strengthening reading, speaking, and listening skills, fostering supportive relations, contributing to overcoming stigma, and enhancing agency. The transferability of DLGs to mental health care is discussed.
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    “No more insecurities”: new alternative masculinities' communicative acts generate desire and equality to obliterate offensive sexual statements
    (Frontiers Media S.A., 2021-05-25) Zubiri Esnaola, Harkaitz; Gutiérrez Fernández, Nerea; Guo, Mengna
    To justify attraction to Dominant Traditional Masculinities (DTM) and lack of attraction to non-aggressive men, some women defend opinions such as “there are no frigid women, only inexperienced men”. Such statements generate a large amount of sexual-affective insecurity in oppressed men and contribute to decoupling desire and ethics in sexual-affective relationships, which, in turn, reinforces a model of attraction to traditional masculinities that use coercion, thus perpetuating gender-based violence. New Alternative Masculinities (NAM) represent a type of masculinity that reacts to reverse such consequences with communicative acts, in which they state that women who support such discourses have never met a NAM man or have never experienced a successful sexual-affective relationship where passion, love, desire, and equality are all included. This article presents data analyzing these communicative acts (exclusory and transformative; language employed and consequences) to ultimately find the key to NAM communication that would contribute to changing attraction patterns. The data was collected using communicative daily life stories of three heterosexual white men and one heterosexual white woman, between the ages of 30 and 40. Findings emphasize the importance of self-confidence manifested by NAM men when communicating about sex and facing these offensive mottos in the presence of other men and women. Findings also demonstrate that supportive egalitarian relationships encourage the emergence of self-confidence in NAM men and that NAM men's self-confident communicative acts foster healthy relationships and obliterate coercive ones.
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    Optimal methodology for addressing the social impact component within project proposals and Curriculum Vitae
    (Hipatia Press, 2024) Gutiérrez Fernández, Nerea; Zubiri Esnaola, Harkaitz; López de Aguileta, Garazi; Elboj Saso, Carmen; Soler Gallart, Marta; Flecha García, José Ramón
    The scientific and grey literature have highlighted the increasing relevance of the social impact of research. More and more, funding and evaluation agencies are using social impact as a required criterion when assessing the excellence of research proposals and researchers’ CV. However, research has identified elemental confusions about what social impact is in most research proposals, CVs and consulting companies. Based on the communicative methodology which co-led the creation and elaboration of the priorities of social impact and co-creation, the study presented in this paper includes the knowledge co-created along years of dialogues with scientists and citizens and a documentary analysis of four official documents on social impact and researcher evaluation. Results identify the first scientific six guidelines to date on how to include researchers’ actual or potential social impact in the research proposals and CVs1) To avoid confusing social impact with dissemination or transference; 2) To identify the concrete social impact of the specific scientific knowledge created by the authors; 3) To precise the concrete indicators of each social impact; 4) To specify the concrete sources; 5) To identify the interactive social impact; 6) To include the potential social impact
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    When the media omits or includes scientific evidence in its publications: science and battles on X about child sexual abuse.
    (Multidisciplinary Digital Publishing Institute (MDPI), 2023-11-26) Olabarria Morejón, Ane; Burgués, Ana; López de Aguileta, Ane; Zubiri Esnaola, Harkaitz ; Torras-Gómez, Elisabeth ; Joanpere, Mar ; López de Aguileta, Garazi ; Álvarez Guerrero, Garazi ; Aiello, Emilia ; Pulido, Cristina; Redondo Sama, Gisela
    Scientific evidence of social impact demonstrates how violence against children is successfully prevented. Currently, the scientific research on social impact has a focus on the analysis of actions that succeed in the implementation of such scientific evidence. This article is based on scientific research that looks at which media actions help or hinder the implementation of evidence-based actions to solve the most sensitive social problems. The social media analytics methodology has identified the posts and reposts generated during two consecutive days by news articles published by three newspapers about the official report on child sexual abuse in Spain. Their analyses have been made through communicative methodology, including voices of adult victims or survivors of child sexual abuse. The results indicate that media information that omits scientific evidence of social impact provokes battles between diverse ideological groups, while information based on scientific evidence of social impact generates consensus among people from different ideologies and actions oriented to overcome the problem.