Reading strategies are defined as the actions used by readers to interpret written texts. These actions are flexible, teachable, and can be classified according to different criteria. This study designs and implements a teaching intervention focused on the development of reading strategies in the area of Spanish Language and Literature in the 4th year of Primary Education in order to explore participants' reading comprehension results in Spanish Language, on the one hand, and in Science, on the other. This action research study describes in detail the methodological development of the implemented reading strategy intervention. The results show that the proposed intervention promotes reading comprehension in the area of Social Studies.
The growing presence of inclusive language in the Spanish-speaking world justifies its incorporation into SFL (Spanish as a Foreign Language) classrooms. However, there is still no consensus on its teaching due to the absence of a definitive model and the diversity of opinions surrounding the issue. This study offers a critical analysis of the main approaches to integrating inclusive language in SFL, which we classify into three groups: (1) those that introduce it through critical reflection activities, (2) those that incorporate it into activity prompts or texts, and (3) those that fully integrate it into curriculum design. We have found that the first approach emphasizes presenting language use within its sociocultural dimension and conclude that it is more appropriate for advanced learners (B2-C2). The second approach is based on the conception of textbook texts as cultivated language, although our analysis shows that its implementation can expose the limitations of systematically applying inclusive language, affect instructional clarity, or distance the wording of activities from real-world language. The third approach is grounded in the importance of teaching sociolinguistic competence in SFL, but we have found that it entails introducing non-standard and unestablished forms from the initial levels, which leads us to question whether this might result in an increase in learner interlanguage errors, especially regarding gender agreement.
This study examines the impact of generative artificial intelligence (GAI) on academic literacy processes in Spanish within the specific context of initial teacher education. Using a sequential exploratory design with a predominantly qualitative approach, it analyses the use of ChatGPT-4o in academic writing tasks carried out by undergraduate students in Primary Education. The research evaluates the influence of AI-assisted writing on discourse structure, expository clarity, argumentative coherence, and textual autonomy. The findings indicate improvements in discourse planning and information management, alongside significant limitations related to the loss of authorial voice, uncritical acceptance of automated reformulations, and limited critical review of generated content. Recurrent errors in bibliographic references were also identified, potentially linked to the cognitive authority attributed by students to GAI systems, which hinders rigorous source validation. These results highlight the need to foster critical literacy in the use of such tools, supported by appropriate pedagogical guidance and integrated into coherent didactic frameworks that promote the development of autonomous writing competences in higher education settings.
Diálogos fantásticos (1899), by Gregorio Martínez Sierra, have received rare critical attention, and the works which studies the play always insist on its dramatic condition and its relationship with Jacinto Benavente’s drama. This work suggests a reading of these texts as literary dialogues (according to work's title), a genre well-known since ancient times and cultivated until the present. This work analyzes their argumentative structure in relation to the models of the dialogic genre, and the construction of conversational mimesis, which includes the use of dramatic elements, as well as the construction of the interlocutors. The objective is to prove the need to include this work in the corpus of Hispanic dialogues and, in turn, respond to the reasons why critics have considered it theater until now.
The aim of this article is to examine the use of Greco-Roman mythical references and figures in Hispanic American thought during the period surrounding the independence of Latin America, through the analysis of two key authors: José Mariano Beristáin de Souza and Benito María Moxó y Francolí. To this end, these elements have been identified and studied in a series of literary texts, sermons, speeches, and pastoral letters. The analysis reveals that both authors integrate classical mythology as a tool of ideological legitimation. The myths are reinterpreted and adapted to the American context, where they acquire renewed meanings and fulfill various functions: they serve as frameworks for analysis, rhetorical devices, and instruments of political intervention. In both cases, the classical tradition not only enriches their work, but also offers symbolic keys to interpret the historical, social, and cultural processes of their time.
