This study examined the perceptions of college students from a Translation/Interpretation Program regarding the acquisition and application of collocations through the Corpus of Contemporary American English. Additionally, it explored the perceptions of teachers, translators and interpreters concerning collocational competence and a corpus-based instruction to using and translating collocations. A sample of 15 students participated in a corpus-based instruction to learn collocations through the corpus. Participants were required to complete a journal entry to reflect on their learning experience. In addition, they were asked to participate in a focus group once the intervention sessions were finished. Finally, two teachers, two translators, and one interpreter were interviewed to elicit their perceptions of collocational competence and a corpus-based instruction. The data collected were analyzed by means of Grounded Theory. Main findings revealed that learners recognized the value of learning collocations by means of a corpus-based instruction. Likewise, the teachers, translators and interpreters interviewed considered collocational competence and a corpus-based instruction to be significantly favorable. A more in-depth and extended study is advised to obtain more insight into the effectiveness of using corpora for the teaching and learning collocations in the field of Translation/Interpretation.

Development of a didactic strategy integrating ICT to improve the learning of reading and writing in elementary school students

This research offers the educational community a design proposal for action within the natural sciences curriculum, involving the learning of the concept of energy through gamification. The intervention took place José Martí School in Bogotá, with a sample of 32 fifth grade elementary students. The intention is to address the scientific problem posed: what elements should a proposal for action contain in the José Martí school curriculum that involves the construction of the concept of energy through gamification? The proposed questions lead to the formulation of several hypotheses, among them, whether learning strategies that use gamification as an educational resource enrich the natural sciences curriculum and facilitate the meaningful construction of the concept of energy by students. This research adopts a mixed approach, combining descriptive, explanatory and interpretive methods; For the quantitative analysis, statistical algorithms such as the Shapiro-Wilk test and the student t test were used, while the qualitative part was used maxqda software. This study provides the educational community with an innovative learning strategy to teach the concept of energy through gamification, generating significant changes in the curriculum. In addition to verifying that the use of technological and gamified tools, specifically the game “an energy journey: the magic of energy” promoted significant learning of the concept in fifth grade primary school students at the José Martí school.

Learning Mathematics constitutes one of the most prevalent lines of research in recent times in the field of educational sciences. The importance of this knowledge for life is a secret to no one, justified by its use in multiple social, business, academic tasks, among others. This research arises due to the inadequate knowledge that bilingual students at the primary level have about the errors they can make and those they make while learning mathematics, which lead the purpose of this scientific text: to qualitatively analyze the collective mathematical errors that second grade students make while learning mathematics at an Elementary bilingual school will help improve their learning. A non-experimental study of qualitative and descriptive design is conducted. To collect data, interviews are conducted, questionnaires and academic tests are administered for an intentional sample of 100 second grade students and their corresponding processing to achieve the intended objective. The reflections of the 6 second grade teachers complement the analysis of the errors that students make during the teaching-learning process they facilitate. As a result, it stands out that at a collective level, students make errors in the thinking processes to solve problems that require Algebraic Thinking skills, which, according to the teachers, is largely due to the low level of understanding of English as a second language that constitutes an educational requirement of the school.