https://hdl.handle.net/2072/478801 2026-04-15T22:51:51Z 2026-04-15T22:51:51Z François, Clément Ferreri, Laura Ripollés, Pablo Garcia Alix, Alfredo Rodríguez Fornells, Antoni Bosch, Laura https://hdl.handle.net/2445/228887 2026-04-15T11:08:30Z 2026-04-14T09:33:18Z

Evidence for a role of memory in novel word-learning after perinatal stroke François, Clément; Ferreri, Laura; Ripollés, Pablo; Garcia Alix, Alfredo; Rodríguez Fornells, Antoni; Bosch, Laura Children with left perinatal arterial ischemic stroke (PAIS) often exhibit language deficits. However, evaluations of learning abilities are scarce. We compared word-referent associative learning and recall performance using a fast-mapping paradigm in a group of 3.5-year-old children with PAIS and in age-matched controls. The task involved a referent selection phase followed by immediate and delayed recall trials of the novel word-object associations. While no between-group differences were observed in the referent selection and immediate recall, children with PAIS showed lower performance in delayed recall of the newly learned associations. These results suggest that word learning difficulties after PAIS may arise due to a memory retention failure rather than to the process of referent selection through disambiguation involved in the fast mapping task. We discuss these findings in relation to the neural bases of infant language acquisition and their implications for clinical practice, particularly in terms of improving lexical acquisition and retention in children with PAIS.

2026-04-14T09:33:18Z Gràcia Garcia, Marta Vega, Fàtima Jarque Fernández, Sonia Adam Alcocer, Ana Luisa Jarque, Maria Josep https://hdl.handle.net/2445/228871 2026-04-14T09:37:24Z 2026-04-13T16:15:00Z

Teaching practices for developing oral language skills in Catalan schools Gràcia Garcia, Marta; Vega, Fàtima; Jarque Fernández, Sonia; Adam Alcocer, Ana Luisa; Jarque, Maria Josep This paper describes teachers' practices and their perceptions regarding the teaching and learning of oral language in Catalan schools. We used the Assessment Scale for Oral Language Teaching in School Settings (EVALOE) instrument, created and validated with the aim of assessing teachers' practices for promoting the development of language skills (speaking and listening) in their classrooms, as well as their own perceptions of their classroom practices through an interview. Research participants are 111 teachers and their student's groups from 36 schools around Catalonia. The study shows that the teachers themselves direct the communication in the classroom, that they often fail to clearly state the content of the oral language being studied, and that they do not systematically assess the learning outcomes of this content. In addition, they use few of the teaching strategies that have proved most useful in language learning. This paper stresses that these practices need to be revised so that teachers and students be aware of language teaching and to create environments that promote the development of students' language skills.

2026-04-13T16:15:00Z Gràcia Garcia, Marta Amado Luz, Laura Jarque Fernández, Sonia Bitencourt, Daniela Vega, Fàtima Riba, Carles, 1949- https://hdl.handle.net/2445/228872 2026-04-14T09:37:21Z 2026-04-13T16:40:45Z

EVALOE-DSS as a self-assessment and decision-making tool on the teaching of oral language in a school context: results of a pilot study Gràcia Garcia, Marta; Amado Luz, Laura; Jarque Fernández, Sonia; Bitencourt, Daniela; Vega, Fàtima; Riba, Carles, 1949- School is a natural context for development in which the communicative strategies used by teachers when interacting with students are essential for the development of communicative and linguistic competence. The objective of this study was to construct, implement and validate a first version of a self-assessment and decision-making tool on the teaching of oral language at school. It is an adaptation of the Oral Language Assessment in the School Context Scale (Escala de Valoración de la enseñanza de la Lengua Oral en contexto Escolar-EVALOE) (Gràcia et al., 2015) based on the use of the Conversational Methodology. This is a multiple case study focusing on four teachers (1 from an ordinary school, 2 from a rural school and 1 from a special education school). For six months, the teachers self-assessed their teaching practices with the tool, made decisions to improve it, and introduced changes in their classes. The researchers observed five class sessions of each teacher, assessed them with the same tool and each teacher-researcher pair conversed and reflected on the classes in five meetings throughout the semester. The results show that, in spite of the fact that there were important differences between teachers, the EVALOE - Decision Support System (EVALOE-SSD) is a useful tool that facilitates self-assessment, decision-making and the introduction of changes in the classes in order to promote the development of communicative and linguistic competence in the students. The analysis identified elements that can be improved and that will be considered during the review of the tool.

2026-04-13T16:40:45Z Gràcia Garcia, Marta Vega, Fàtima Miralda Banda, Andrea https://hdl.handle.net/2445/228873 2026-04-14T09:37:12Z 2026-04-13T16:55:00Z

Estrategias docentes de profesorado universitario para promover el desarrollo de la competencia en lengua oral de los futuros docentes; Teaching strategies of university professors to promote the development of oral language in future teachers Gràcia Garcia, Marta; Vega, Fàtima; Miralda Banda, Andrea Estudios recientes destacan la necesidad de introducir en los planes docentes objetivos vinculados a la Competencia en Lengua Oral (CLO), especialmente en los grados y másteres en los que se forma a futuros docentes. El objetivo principal del estudio es analizar la percepción de profesorado de los grados de Educación Infantil, Educación Primaria y del Máster de Educación Secundaria sobre cómo se enseña y se aprende la lengua oral en sus asignaturas. Fueron entrevistados 17 docentes de 4 universidades catalanas. Los resultados indican que la mayoría del profesorado suele implementar al menos una actividad o estrategia relacionada con el desarrollo de la CLO, a pesar de que ésta no constituya un objetivo de aprendizaje, aunque menos de la mitad realiza actividades específicas para favorecer la CLO. La mayoría del profesorado evalúa la exposición oral (individual o en grupo), la participación en clase, y una buena parte del profesorado indica que comparten los criterios de evaluación antes de que el alumnado realice las exposiciones, usualmente a través de una rúbrica. Finalmente, los argumentos mencionados con más frecuencia para justificar la baja propuesta de actividades CLO son la falta de tiempo y que no se incluye en el plan docente. Se concluye la necesidad de generar procesos de reflexión colaborativa entre docentes de diferentes áreas de conocimiento para contribuir a incorporar recursos para entender la relevancia de la CLO en las clases universitarias.

2026-04-13T16:55:00Z