CIEX JOURNAL

Honestidad académica

2026-04-07T23:45:04+00:00

En el presente ensayo se aborda la honestidad académica, desde la perspectiva que tiene este valor en relación a otros valores como son el respeto, la responsabilidad, la confianza y la justicia. También se señala la honestidad, como parte elemental de la integridad académica, vista como la adopción de diversos valores por parte del alumnado. Su disvalor es la deshonestidad académica y los perjuicios que implica en el perfil de un estudiante o profesional. Se describe el contexto actual en el que se encuentra la comunidad académica ante el desarrollo constante de los avances tecnológicos, las herramientas digitales y su utilización por dicha comunidad para realizar actos deshonestos, así como el papel que debe jugar la honestidad académica en la utilización de las mismas. Por último, se mencionan algunas estrategias para prevenir los actos de deshonestidad académica.

URILT

2026-04-28T20:01:07+00:00

During the conference, the presenter will explain the model along with its theoretical and methodological foundations. In addition, he will describe how the model has enabled him to connect the teaching and learning of research with real-world language-teaching practice.

Technological Innovation as an Inclusion Strategy in Language Education

2026-04-29T12:18:20+00:00

Technological innovation shapes complex and contrasting scenarios; however, it has demonstrated significant potential to promote inclusion when it is oriented toward reducing educational and social barriers. In the educational field, the integration of digital technologies has expanded opportunities for access, participation, and retention among diverse sectors of population. In particular, in the teaching and learning of English, technology has taken on a central role through the use of digital platforms, multimedia resources, and artificial intelligence–based tools. These technologies make it possible to diversify learning channels, personalize content, and address variability in learning processes and students’ sociocultural contexts.

Beyond Words

2026-04-29T12:31:59+00:00

In increasingly diverse classrooms, inclusion requires more than well-designed curricula; it calls for understanding how mind, body, and emotions shape learning—especially in the age of ai. This presentation introduces the men framework (mindfulness, emotions, and neurosciences) as a humanistic approach to inclusive language teaching. Drawing on educational neuroscience, positive psychology, and pedagogy, men supports emotionally safe, cognitively informed, and socially responsive learning environments. Mindfulness helps reduce language anxiety and ai overload; emotions and empathy strengthen inclusive practices; and neuroscience offers practical guidelines such as multimodal input, processing time, movement, and respect for neurodiversity. Through brief experiential activities and classroom examples, the session shows how men enable teachers to use ai in ethical, inclusive, and joyful ways—teaching beyond words and beyond tools.

Fostering Inclusion Through English Language Education

2026-04-29T12:49:07+00:00

This study presents the diagnostic phase of an educational intervention in English language teaching (ELT) at a bilingual primary school in Colima, Mexico. Using a qual-itative case study design, data were collected through interviews with English teach-ers, school staff, and neurodivergent students to examine inclusive practices in Eng-lish classrooms. The findings reveal a strong institutional commitment to inclusion but also highlight limitations in teacher training, adapted materials, and early diag-nostic protocols. Despite these challenges, emerging multimodal and communicative practices point to the potential of English language education as a space for inclusive pedagogy. The study is grounded in universal design for learning, the social model of disability, and the neurodiversity paradigm.

Useful Prompts for AI to Adapt Teaching Materials to Students’ Context, Ages, and Trends

2026-04-29T14:57:12+00:00

The teaching of English has evolved over time, requiring educators to adapt strategies, techniques, and materials to meet the needs of diverse learners. This workshop em-phasizes studentcentered approaches that prioritize learners’ needs while integrating context, age, and current educational trends. Grounded in culturally responsive teach-ing (CRT), it values students’ cultural backgrounds and identities as bridges to aca-demic success. Universal design for learning (UDL) promotes accessibility through multiple means of representation, action, and engagement, fostering meaningful par-ticipation and improved learning outcomes. Constructivist principles highlight prior knowledge as the foundation for new learning. Finally, ai-based prompt personalization enables tailored activities, positioning technology as a supportive tool for inclu-sive and adaptive language teaching.

Humanizing Language Teaching in a Fast-Changing World

2026-04-29T15:23:52+00:00

In this interactive workshop, language teachers will experience a variety of social and emotional learning strategies designed to integrate seamlessly into language classes. These strategies are grounded in the concept of creating a “prepared” learning atmos-phere—one that extends beyond the physical classroom to include teacher language, task design, and classroom interactions. Participants will explore the intentional use of routines, games, icebreakers, and attention getters, as well as ways to provide meaningful choices, promote student voice, and foster mindfulness. Ultimately, the workshop aims to equip teachers with accessible, enjoyable, and effective tools to create language classrooms that are not only productive, but also supportive, human-centered, and responsive to today’s learners.

Social Representations of Professional Identity Among Future English Language Teachers at the School of Foreign Languages

2026-04-29T15:52:32+00:00

This qualitative study explores the social representations of professional identity among future language teachers at the school of foreign languages of the university of Colima. Grounded in social representations theory, the research examines the mean-ings, beliefs, and values that pre-service teachers construct regarding their profes-sional role. Data were collected through semi-structured interviews, free word associ-ation tasks, and reflective narratives with students at different stages of initial teacher education. A thematic analysis was conducted to identify key elements of these repre-sentations, offering insights into how professional identity is shaped throughout teacher training.

Entre la Incertidumbre y la Agencia

2026-02-21T20:19:50+00:00

La investigación se implementó en una institución formadora de docentes en educación especial, en el marco de un proyecto para mejorar la enseñanza del inglés y promover actitudes inclusivas. Aunque la incertidumbre no fue el foco inicial, emergió como un fenómeno estructural que atraviesa la práctica docente. Se desarrolló una investigación basada en diseño con una propuesta multimodal que integró braille, lengua de señas mexicana y tecnología educativa para contextualizar el inglés y favorecer la participación inclusiva. A partir del proceso investigativo, se identificó la agencia docente como una necesidad formativa, vinculada a decisiones éticas y pedagógicas en escenarios complejos. Reconocer la incertidumbre como eje epistemológico y ético permite reconfigurar la formación docente como práctica situada, capaz de habilitar espacios de posicionamiento, resistencia y transformación en diálogo con las condiciones del presente.

Hábitos de Reciclaje y Perfil Socioeconómico

2026-02-27T23:16:02+00:00

This study examines the relationship between recycling habits and the socioeconomic profile of university students from the Faculty of Foreign Languages. Recycling is a key sustainability strategy, yet its practice depends on structural and cultural factors such as education level, household income, and infrastructure availability. The aim was to identify possible correlations between these variables in a pilot sample, using an exploratory-descriptive mixed-methods design. A structured questionnaire with closed and open questions investigated recycling frequency, materials, separation methods, disposal practices, and personal perceptions. Findings reveal that most students recycle intermittently, with paper being the most common material, while only 12% use recycling centers. Socioeconomic profile did not show significant differences, whereas the main barriers included lack of time, limited living space, and insufficient knowledge of sorting rules. The study concludes that education, accessible infrastructure, and clear separation guidelines are essential to strengthen recycling consistency in the university context.

Social Representations about Sociolinguistic-Emotional Dimensions in the First Contact with a Foreign Language

2026-02-27T22:56:37+00:00

This research analyzes the Social Representation (SR) about the first encounter of the French language to public-elementary-school students in Colima, Mexico. The investigation was developed at the scholar year 2024-2025’s ending, when the English topics were concluded, through the Nueva Escuela Mexicana’s (NEM) critical-interculturally axis, which expanded the cultural and linguistic students’ horizons. According to the observation of different actitudes towards each language, the question is: Which are the students’ SR after their first encounter with French? A qualitative methodology and the processual approach of the SR were employed. The data was collected by an open-ended questionnaire throughout a convenience sampling. Four interwoven dimensions were identified by the content analysis: attitudinal, affective, cognitive and sociocultural. These findings proved them as positive predominantly which indicates French is culturally relevant, which permits it to reflect about its integration.