Bibliografía - Elisa Gironzetti

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The development of learners’ pragmatic competence is considered one of several components of communicative competence and represents an important goal in Spanish language teaching and learning.

We offer a short literature review of theoretical and practical advances in pragmatics and Spanish language teaching,

Este estudio presenta los resultados de una metasíntesis cualitativa de las publicaciones de corte pedagógico en el campo de la enseñanza del español como lengua de herencia (ELH). El objetivo de la metasíntesis es proporcionar a educadores e investigadores una panorámica de la investigación pedagógica sobre el ELH en su estado actual e identificar sus puntos débiles con el objetivo de permitir y favorecer su progreso. A partir de un cotejo de investigaciones publicadas entre los años 2000 y 2017, en la metasíntesis se identifican las tendencias, los enfoques, las variables, los resultados y las limitaciones de los estudios pedagógicos del ELH. Asimismo, se destacan aquellas áreas que requieren una mayor atención por parte de los investigadores y se trazan posibles tendencias pedagógicas para el futuro.

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This study presents the results of a qualitative metasynthesis conducted on teaching-oriented research publications for Spanish as a Heritage Language (SHL). The main goal of this metasynthesis is to provide teachers and researchers with a panoramic view of SHL pedagogical research in its current state and identify its blind spots in order to promote and favor its progress. Based on the analysis of studies published between the years 2000–2017, trends, approaches, variables, results, and limitations of SHL pedagogical research are identified. Moreover, relevant gaps in the research that need to be addressed are underscored, and possible future pedagogical trends are posited.

Teacher training programs and models recognize research engagement as a key competency of qualified professionals. However, despite current calls from scholars to bridge the divide between research and practice in second language teaching, little is known about how teaching professionals engage with existing research or carry out their own research. This study is the first to address this issue with regards to Spanish Language Teaching (SLT) professionals, aiming to understand if and how they engage with and in research, and identify what they would need to increase their engagement. Quantitative and qualitative analyses of online survey responses from 1,675 SLT professionals from 84 countries show that research engagement is dependent on the job description. Coding of freetext responses into eight themes (motivation, prestige, support, training, professionalization, resources, community, and research areas) reveals that the main barrier to greater research engagement is lack of support. Our results contribute to the understanding of the concepts of research engagement and research culture within the context of SLT and inform future initiatives to strengthen the research-practice nexus.

Revistas