Emotional competence in the school curriculum of Spanish as an additional language in Australia and the United Kingdom

Macarena Ortiz Jiménez; Paula González García; Bettina Hermoso-Gómez

doi:10.30827/portalin.viVI.28691

Autores/as

Macarena Ortiz Jiménez The University of Sydney https://orcid.org/0000-0002-2958-6346
Paula González García University of the West Indies (Cave Hill Campus)
Bettina Hermoso-Gómez The University of Leeds

DOI:

https://doi.org/10.30827/portalin.viVI.28691

Palabras clave:

Competencia emocional, Aprendizaje social y emocional (SEL), español como lengua adicional, Primaria, contextos anglófonos

Resumen

Desde su expansión a principios de los años 2000, el desarrollo de la inteligencia emocional de los estudiantes se ha convertido en un objetivo prioritario de la educación integral. Las exigencias y retos que plantea una sociedad capitalista y globalizada unidos a los impactos negativos de la COVID-19 no solo ha puesto en el punto de mira los ya existentes problemas de salud mental entre los jóvenes, sino que los ha agravado, de ahí la necesidad de promover este tipo de inteligencia a nivel educativo. Este trabajo se enfoca en Australia y Reino Unido, dos contextos donde existen directivas gubernamentales y políticas educativas que promocionan el Aprendizaje Social y Emocional (en inglés, SEL) a lo largo de la educación reglada. Sin embargo, dado que trata de dos contextos educativos con políticas lingüísticas monolingües, nuestro objetivo es analizar si la competencia emocional se desarrolla en el currículo de Lenguas, y, específicamente, en el de español como lengua adicional para Primaria. Para ello y, partiendo del marco teórico de SEL, realizamos un análisis cualitativo de contenido tanto del currículo de español implementado en Nueva Gales del Sur como en Inglaterra.

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Biografía del autor/a

Macarena Ortiz Jiménez , The University of Sydney

Macarena Ortiz-Jiménez holds a master’s degree in Applied Linguistics from Nebrija University (Spain) and a doctorate from the University of Sydney. She is a Lecturer in language and culture in the Spanish and Latin American Studies Program at the University of Sydney. Her research interests and publications focus on sociolinguistic issues of teaching Spanish as an additional language following a critical and decolonial approach, emphasising language ideologies and their impact on teachers and their pedagogical practices

Paula González García, University of the West Indies (Cave Hill Campus)

Paula González García, is currently a professor at the University of the West Indies, Barbados, in the area of teaching second languages, Spanish. She combines her teaching at said university with translation and interpreting at government institutions and collaborates with the Menéndez Pelayo International University, Spain in summer courses as coordinator and teacher. Previously, he has worked at the University of Leeds and at the Instituto Cervantes in Leeds, UK. His field of research is focused on the teaching practice of second languages and teacher training. It has numerous publications, chapters, articles in books or magazines.

Bettina Hermoso-Gómez , The University of Leeds

Bettina Hermoso-Gomez studied English Philology at the University of Málaga and continued her postgraduate studies at the Universidad Antonio de Nebrija in teaching Spanish as a Foreign Language.  Currently she is Lecturer in Spanish at the University of Leeds as well as director of Routes into Languages in Yorkshire and Humberside. She is the co-founder of the journal The Language Scholar and member of the Centre for Excellence in Language Teaching. 

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