Lenguaje y Textos - No 49 (2019)
Tabla de contenidos
Sección Monográfica
- La competencia plurilingüe: retos y transformaciones. Miradas europeas alrededor del MCER
- Creencias de los docentes sobre la competencia plurilingüe
- Contextos que afavoreixen l’evolució de les creences del professorat sobre l’educació plurilingüe i intercultural
- La compétence de médiation en formation initiale à l’enseignement de/en langues: entre problématisation et réflexivité
- Enfoques plurales en los manuales de Español Lengua Extranjera en Alemania: de la vitalidad teórica a una creciente relevancia práctica. Un estudio de caso
- Entre el paradigma plurilingüe y las ideologías monolingües en el sistema de educación público multilingüe de Suiza
- La construcción de la identidad y la toma de conciencia sobre el multilingüismo de los docentes en formación: revisión de tres estudios
- Dossier bibliográfico. La competencia plurilingüe: retos y transformaciones
Artículos
- La didáctica de la traducción enfocada en la comprensión del texto
- Heather tiene 25 años. Madres y familias diversas en la literatura para primeros lectores (1990-2015)
- El empleo de jeroglíficos para enseñar contenidos gramaticales
Reseñas
- Laboratori lector. Per entendre la lectura
- Teorías psicolingüísticas y su aplicación a la adquisición del español como lengua materna
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/123155
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Envíos recientes
Item type: Reseña , Access status: Abierto , Teorías psicolingüísticas y su aplicación a la adquisición del español como lengua materna(Universitat Politècnica de València, 2019-06-29) Caro Valverde, Mª Teresa[ES] Reseña de:HERNÁNDEZ PINA, F.Teorías psicolingüísticas y su aplicación a la adquisición del español como lengua materna. Murcia: Compobell, 2018. Tercera edición.Item type: Reseña , Access status: Abierto , Laboratori lector. Per entendre la lectura(Universitat Politècnica de València, 2019-06-29) Ramos Sabaté, Joan Marc[ES] Reseña de:CASSANY, D.Laboratori lector. Per entendre la lecturaBarcelona: Anagrama, 2018Item type: Artículo , Access status: Abierto , El empleo de jeroglíficos para enseñar contenidos gramaticales(Universitat Politècnica de València, 2019-06-29) Suárez Ramírez, Miriam; Fernández Guerrero, Manuel; Suárez Muñoz, Ángel[EN] When the grammatical contents are addressed in primary and secondary education classrooms, especially those related to syntax and morphology, the teachers perceive the rejection they provoke among the students: they must pay close attention and dedicate considerable effort, but without that translates into a better use of the language, at least immediately. Hieroglyphics, as a habitual pastime, usually present messages that, by their way of solving, have a very direct link with the pragmatic level of the language. The solutions to the hidden message favor the use of linguistic elements and syntactic structures that are very important for the use of the language. The hieroglyphs acquire a didactic potential that is necessary to take advantage of. The collection and analysis of 725 hieroglyphics have shown that, with the answers they suggest, they facilitate the treatment of very diverse grammatical contents: affirmations, questions, sentences, nouns, various prepositional phrases, among others. They also pose structures and linguistic elements very common and known by speakers, sayings and phrases, which favor the expansion of vocabulary. The potential of the hieroglyph as a didactic resource is highlighted and teachers are suggested to use it in the classrooms.Item type: Artículo , Access status: Abierto , Heather tiene 25 años. Madres y familias diversas en la literatura para primeros lectores (1990-2015)(Universitat Politècnica de València, 2019-06-29) Pardo Coy, Rosa; Oltra-Albiach, Miquel A.[EN] In 1989 was published the first edition of Heather has two mommies , that is considered the first children’s book of great diffusion about lesbian mothers. In Spain it was translated in 2003 under the title Paula tiene dos mamás. Since then, we have seen various legislative and social changes that have led to the generalization of this type of literature, although limited in most cases to some family and educational environments. On the other hand, the authors’ initial intention (to provide the sons and daughters of lesbian women with positive references of their own family models) has been complemented with other publications addressed to all the children from an inclusive and normalizing perspective. We intend in this work to draw an overview of the illustrated albums published in Spanish during this period of time, analyzing the family structures that are presented, the roles of each member, the representation through the illustrations and the types of narration, with the aim of drawing conclusions about the evolution and changes that it has experienced over time, and also in regard to its current situation.Item type: Artículo , Access status: Abierto , La didáctica de la traducción enfocada en la comprensión del texto(Universitat Politècnica de València, 2019-06-29) Trybisz, Miroslaw[EN] The aim of the study is to present the importance of the first stage of the translation process in the teaching of translators, especially in the case of students who have not achieved a sufficient fluency in the foreign language (A2 or B1 level). The role of the teacher is in this case to indicate the clues or keys to understanding the source text written in a foreign language. On the one hand, the adept of translation has to realize the multitude of competences, not only linguistic, necessary for a good understanding of the source text, on the other hand, the unpredictability of linguistic creation causes that no course can present the totality of the problem and therefore a good translator must be above all self-taught. Based on a Spanish press text, we will present the problem of how to encourage students to self-study.Item type: Artículo , Access status: Abierto , Dossier bibliográfico. La competencia plurilingüe: retos y transformaciones(Universitat Politècnica de València, 2019-06-29) Palou Sangrà, Juli; Fons Esteve, Montserrat[EN] The works presented in this dossier have a common denominator: the confirmation that there is a cleft between the proposals stated by the Common European Framework of Reference for Languages: Learning, Teaching, Evaluation (CEFR), and the conceptions that support the performance of most teachers. From this affirmation, several ways of creating bridges are presented which allow to move from a classic view of language teaching towards another one more accordingly with the notion of plurilingual and intercultural competence.Item type: Artículo , Access status: Abierto , Student teachers and their identity construction and awareness of multilingualism: re-visiting three studies(Universitat Politècnica de València, 2019-06-29) Kalaja, Paula[EN] This article re-visits three studies that originally focused on beliefs about second language (L2) learning and teaching held by student teachers. The studies have been conducted in the same educational context (that is, at a Finnish university). The participants in the studies are majors or minors in English, Swedish, German, etc., and they range from first-year students to fifth-year students about to graduate as qualified L2 teachers. Data have been collected by a variety of means over the past few years (questionnaires, sentence-completion tasks, drawings), and partly longitudinally. The pools of data (verbal and visual) will be re-analysed from the perspective of identity construction and awareness of aspects of multilingualism and findings critically re-evaluated.Item type: Artículo , Access status: Abierto , Between the plurilingual paradigm and monolingual ideologies in the compulsory education system of multilingual Switzerland(Universitat Politècnica de València, 2019-06-29) Zimmermann, Martina; Häfliger, Anna[EN] This paper discusses contradictions in discourses and practices in connection with plurilingualism in the public education system of multilingual Switzerland. First, a historical review presents under what conditions the plurilingual paradigm has found its way into Swiss curricula. Second, some examples are taken from L2 course books to illustrate how curricular ideas have been translated into practical material. Third, it is shown what contradictory ideologies persist despite these efforts to incorporate plurilingual ideas into teaching practice. This is done on the basis of a recent case, which was about banning all languages but the official (German) during recess times at a primary school. The analysis reveals what kind of normative monolingual discourses remain strong. Shedding light on these contradictions allows the illustration of tensions between the plurilingual paradigm and monolingual norms, with which the educational context is confronted.Item type: Artículo , Access status: Abierto , Enfoques plurales en los manuales de Español Lengua Extranjera en Alemania: de la vitalidad teórica a una creciente relevancia práctica. Un estudio de caso(Universitat Politècnica de València, 2019-06-29) Helmchen, Christian; Melo-Pfeifer, Sílvia[EN] The pluralistic approaches as didactic methods that mobilize more than one language and culture in language teaching (foreign, secondary or native language) give substance to didactics of multilingualism whose goal is the integral linguistic development of the individual. With a well-developed theoretical foundation, the pluralistic approaches continue on their difficult path until they are de facto integrated into the didactic repertoire of teachers. Although their cognitive and affective benefits are acknowledged, pluralistic approaches have only recently entered the teaching practice through textbooks. In this study, the presence of pluralistic approaches in German textbooks for foreign or second languages in general and for Spanish as a foreign language (Español como lengua extranjera / ELE) specifically is being investigated. On the basis of a detailed analysis of an ELE textbook as a case study, the most important tendencies of the curricular consideration of the pluralistic approaches in foreign language teaching in Germany are illustrated.Item type: Artículo , Access status: Abierto , La compétence de médiation en formation initiale à l’enseignement de/en langues: entre problématisation et réflexivité(Universitat Politècnica de València, 2019-06-29) Causa, Mariella[EN] This article will analyse the notion of mediation within the framework of language teacher training. The main point of this discussion is that a language teacher must be aware of their role as a mediator in order to successfully deliver strategies and activities of mediation in class. Rosen and Robert argue (2010, p. 146) that the primary objective of the mediation practices is that of developing and strengthening the plurilingual student’s language skills and at the same time deepen their knowledge of interculturality. Having considered the aforementioned researchers’ point, we will inquire how this competence should be treated in the language teacher training initial stages. This will be taken in account through the concepts of reflexivity and problematization.Item type: Artículo , Access status: Abierto , Contextos que afavoreixen l’evolució de les creences del professorat sobre l’educació plurilingüe i intercultural(Universitat Politècnica de València, 2019-06-29) Tresserras, Eva; Cabré, Míriam[EN] This article examines which contexts make possible to become aware and to favor the transformation of teacher beliefs system through formative processes. Different reflective strategies have been used to demonstrate the (re) conceptualization of thought and action in relation to plurilingual and intercultural education. The use of different qualitative methods to generate data, such as life stories, linguistic self-portraits and cartographies, semi-structured interviews or discussion groups shows that formative processes are a useful strategy to help teachers to change their belief system. These processes of self-confrontation make possible to emerge tensions and contradictions as a way to favor beliefs’ change and transformation.Item type: Artículo , Access status: Abierto , Creencias de los docentes sobre la competencia plurilingüe(Universitat Politècnica de València, 2019-06-29) Pérez-Peitx, Mireia; Sánchez-Quintana, Núria[EN] This article describes the plurilingual competence. It also introduces the belief system about language and language learning as well as the framework behind the research proposal. The following studies will show the main contributions to this field with the aim to gain a better comprehension of beliefs behind practical experience; a key knowledge for any intention of change and transformation regarding educational practices. To ensure that, results from R+D projects and recent thesis will be presented. Both show advances in the field of teacher cognition –inservice and pre service– about linguistic repertoires, relations between languages and approaches for teaching and learning. All studies have been realized within a qualitative approach with a rigorous data analysis collected from life stories, visual narratives, interviews, debate groups, etc.Item type: Artículo , Access status: Abierto , La competencia plurilingüe: retos y transformaciones. Miradas europeas alrededor del MCER(Universitat Politècnica de València, 2019-06-29) Palou Sangrà, Juli; Fons, Montserrat[EN] The Common European Framework of Reference for Languages: Learning, Teaching, Evaluation (CEFR) specifies that the plurilingual and intercultural competences are not a superposition nor a sum of monolingual competences. This idea has influenced most views related to language teaching. Official reports, teachers’ views, what is taught in university classrooms, etc. often unfold around concepts in agreement with the Council of Europe. However, it is unknown the extent to which these guidelines have been implemented in education institutions, especially, in those where several languages and cultures can be found. This monograph contributes to the field with a number of papers reporting the current situation in several areas of Europe such as Catalonia, Finland, Germany or Switzerland.