Bellaterra Journal of Teaching & Learning Language & Literature <p><strong><em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature</em></strong> is an online peer-reviewed, multilingual academic journal with a focus on language and literature teaching methods. We publish outstanding research in these areas, written by graduate students or post-doctoral students, as well as invited contributions by internationally known scholars.</p><strong></strong> Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials en-US Bellaterra Journal of Teaching & Learning Language & Literature 2013-6196 <p>By submitting a manuscripts, the author confirms that they are sole authors of the work, that it is original work and that the text does not contain any illegal content or anything that infringes author or other's rights. <strong>All authors are required to sign a copyright form before their article will be published, indicating that they have followed the ethics statement.</strong> Copyright clearance for reproduction of any figures, diagrams or charts from published works is sole responsibility of the author.</p><strong></strong> Gender attributions and the construction of identities in children's literature on prehistory <p>This study aims to analyze the gender attributions and identity-building mechanisms of children's literary narratives about prehistory. To this end, it applies the technique of content analysis to describe and interpret the meaning of texts and illustrations from the space-action narrative parameters. The results obtained report the permanence of symbolic attributions and expressions of the genre from androcentric approaches, which limit the didactic transposition of the latest scientific advances.</p> Aberto San Martín Zapatero Delfín Ortega-Sánchez Copyright (c) 2022 Bellaterra Journal of Teaching & Learning Language & Literature 2022-10-19 2022-10-19 15 3 e973 e973 10.5565/rev/jtl3.973 Reading strategies and understanding noises <p>Throughout this article, we will see how reading strategies work and are set in specific manifestations. 72 students were asked to read a text and to answer to eight open comprehension questions in an oral interview. All their statements were transcribed and we found out that some of them contained inconsistencies and conflicting data with the text cues (we called that <em>understanding noises</em>). By analyzing this phenomenon, we could identify which were the informants’ comprehension gaps and what strategies they used to fill them. The findings are twofold: there are five different categories of understanding noise and noises are unsuccessful manifestations of reading strategies (such as inventing, associating or projecting your experiences onto the characters of the story…) that are at the cultural base of any competent reading. Finally, a discussion is established on the educational implications of these findings.</p> Sara Recio-Pineda Copyright (c) 2022 Sara Recio-Pineda 2022-10-19 2022-10-19 15 3 e1004 e1004 10.5565/rev/jtl3.1004 The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom <p>In this paper, we addressed the concept of classroom participation and the way it is affected by a traditional teacher-centred (TC) approach and a more innovative learner-centred (LC) approach which uses the principles and strategies of active learning and cooperative learning to engage students in the learning process. The study was carried out in a public secondary school in Spain with two groups of learners of English (n=54). The analysis of the number of learners on task showed that in the LC sessions learner participation increased by 20 % as compared with TC sessions. We also detected some challenges a teacher might face while implementing learner-centred sessions including the facilitation of equal participation in group work, adequate time allocation for a task, individual and group assessment, and development of learners’ autonomy.</p> Elena Markina Alba Garcia Mollá Copyright (c) 2022 Bellaterra Journal of Teaching & Learning Language & Literature 2022-10-19 2022-10-19 15 3 e1007 e1007 10.5565/rev/jtl3.1007 Book Review. Film Pedagogy. Theory and Practice, edited by Dilani S. P. Gedera and Arezou Zalipour <p>Ressenya del llibre <em>Film Pedagogy. Theory and Practice, </em>editat per Dilani S. P. Gedera and Arezou Zalipour. Com a professora d'anglès amb finalitats específiques i investigadora de metodologies que utilitzen l'audiovisual com a recursos per a l'aprenentatge i l'ensenyament, he estat investigant mètodes alternatius i innovadors d'incorporar el vídeo a l'aula. Em vaig trobar amb el llibre de Gedera i Zalipour, que se centra en l'ús del vídeo com a pedagogia. El llibre analitza l'ús del audiovisual a l'educació superior com a eina didàctica que permet adaptar-se a les necessitats tant dels estudiants contemporanis com dels professors que necessiten adaptar-se a la naturalesa canviant de l'ensenyament en una era multimèdia.</p> Aura Canet Alibau Copyright (c) 2022 Aura Canet Alibau 2022-10-19 2022-10-19 15 3 e1110 e1110 10.5565/rev/jtl3.1110 Linguistic Factors related to Greek and Latin Roots’ Knowledge: Origin and Frequency <p>Middle-school students struggle with expository texts (Progress in International Reading Literacy Study [PIRLS], 2011), many of whose words are composed by roots originated from Greek or Latin language (ex.: Green, 2008). In recent research, factors such as low surface frequency (Cervetti et al., 2015) or high abstractness (Hiebert et al., 2019) has been found to entail word comprehension. This descriptive research aims to verify if root origin, word frequency and root frequency are related to the knowledge of Greek and Latin roots among 34 French-speaking sixth graders. Results showed that students produce more errors on the meaning of Latin roots than Greek roots. However, no relationship was observed between word frequency or root frequency and students’ performance on Greek and Latin roots knowledge test.</p> Kathleen Whissell-Turner Anila Fejzo Rihab Saidane Copyright (c) 2022 Kathleen Whissell-Turner, Anila Fejzo, Rihab Saidane 2022-10-19 2022-10-19 15 3 e1069 e1069 10.5565/rev/jtl3.1069 Editor's note <p>We present a new issue of BJTLLL. In this volume, invited authors Kathleen Whissell-Turner, Anila Fejzo and Rihab Saidane present their article, “Facteurs linguistiques liés à la connaissance des racines latines et grecques : origine et fréquence”. The issue also includes a contribution by Alberto San Martín Zapatero and Delfín Ortega-Sánchez, “Atribuciones de género y construcción de identidades en la literatura infantil sobre prehistoria”. Sara Recio-Pineda then presents “Estrategias de lectura y ruidos en la comprensión” and Elena Markina and Alba Garcia Mollá write on “The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom”. Finally, the issue includes a review by Aura Canet Alibau of <em>Film Pedagogy. Theory and Practice</em> (ed. Dilani S. P. Gedera and Arezou Zalipour).</p> Emilee Moore Copyright (c) 2022 Emilee Moore 2022-10-19 2022-10-19 15 3 e1182 e1182 10.5565/rev/jtl3.1182