Recursos

The analysis of the Spanish data produced by speakers from the Costa Rican Central Valley evidenced that the trill has been substituted by an assibilated rhotic, while the tap also undergoes assibilation in three contexts: 1) in complex /tr/ onset clusters, 2) word-medially in complex onsets that come after a voiced coronal /l/ or /n/, and 3) in /rC/ clusters where the rhotic is in coda position, always before one or more bound clitic morphemes. Additionally, the tap assibilates phrase-finally. The proposal is that the assibilation of the trill results from the cross-linguistic tendency to reduce the articulation process: instead of producing the trill which requires controlled, precise, and sustained movement of the tongue tip, the magnitude of the movement of the tongue tip is reduced, resulting in assibilation of the trill in all contexts. Assibilation of the tap is explained in terms of coarticulation.

GENERAL OVERVIEW 'Success in English Teaching' is a handbook specifically aimed at teachers of English as a Foreign Language (EFL), although teachers of English as Second Language (ESL) as well as other language teachers can certainly benefit from it. The book examines various significant aspects of language teaching, from how and when to teach discrete English skills to how to design syllabi, how to handle evaluation, and how to work with an appropriate coursebook, to how to best take into account learners' needs and motivation. The book is divided into two main sections, the first one focusing on the actual classroom (chapters 1 through 6), and the second examining broader aspects in language teaching such as planning and evaluation (chapters 7 through 12). Additionally, a very practical glossary is provided which includes comprehensible definitions of all crucial terms used throughout the text. At the end of the book, the authors also provide a useful list of books for further reading, broken down into the following sections: general background and methodology texts, texts about teaching different language skills, testing and evaluation texts, classroom planning and managing texts, and texts about approaches to teaching English.

Cada vez más, el personal docente requiere de competencias digitales para trabajar con una población estudiantil que tiene acceso temprano a la tecnología y un mayor conocimiento de herramientas tecnológicas. Por lo anterior, se consideró importante realizar una revisión bibliométrica de la literatura sobre competencias digitales en el campo de la educación. Para ello se analizaron artículos obtenidos de tres bases de datos (Springer, EBSCO, Web of Science) y se recabó un total de 257 artículos para el período de 2020 a 2023. El objetivo de la investigación es identificar las tendencias y líneas de investigación más recientes en la literatura. La metodología consistió en un análisis bibliométrico guiado por palabras clave mediante la herramienta VOSviewer. Los principales resultados incluyen: 1.) presentación del diagrama de flujo utilizando el modelo PRISMA; 2.) uso del software VOSviewer para la agrupación de clústeres; 3.) identificación de cuatro clústeres que permiten conocer las principales líneas de investigación sobre competencias digitales en el corpus de estudio; y 4.) presentación del concepto del modelo TPACK, que es útil para el análisis de las competencias digitales docentes.