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Bibliografía - inglés

Metalinguistic awareness in Spanish partial immersion and English-only elementary students

Alan V. Brown, Stayc DuBravac, Michael Toland, Earl Kjar Brown (2023)

En Journal of Spanish Language Teaching 10.1

This study compares metalinguistic awareness of students in a one-way partial Spanish immersion (IMM) program to that of their English-only (ENG) counterparts at the same school. Students in grades 3 and 5 from each program completed a sentence grammaticality judgment task in English delivered orally. Measures of IMM students’ Spanish proficiency were included to examine the relationship between L2 Spanish ability and metalinguistic awareness. Grade 5 IMM students outperformed ENG students on the grammatically anomalous sentences, but no difference was found at grade 3. For the semantically anomalous sentences, IMM students outperformed their ENG counterparts at grade 3, but the reverse was true for grade 5. In summary, IMM studentś performance on the anomalous sentence tasks did not show a robust bilingual advantage when compared to their ENG students at the same school, nor did there appear to be a strong relationship between L2 Spanish proficiency level and metalinguistic awareness.

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Este estudio compara las habilidades metalingüísticas de estudiantes de inmersión parcial en español (IMM) con los de sus compañeros en el programa monolingüe (ENG). Estudiantes de tercer y quinto grado de cada programa completaron unas pruebas de juicio de gramaticalidad de oraciones en inglés. También se incluyeron los resultados de exámenes estandarizados de español. Los estudiantes de inmersión de quinto grado superaron de manera significativa a los del programa monolingüe en las oraciones agramaticales, pero no hubo diferencia entre los dos grupos del tercer grado. Con las oraciones gramaticales y asemánticas, los de inmersión sobrepasaron a los del programa monolingüe en el tercer grado y lo inverso sucedió en el quinto grado. En resumen, los estudiantes de inmersión parcial no demostraron una clara ventaja en comparación con los del programa monolingüe de inglés en las pruebas de juicio de gramaticalidad. Tampoco se pudo establecer una relación significativa entre el español y las habilidades metalingüísticas.

Metaphor instruction in the L2 Spanish classroom: theoretical argument and pedagogical program

James P. Lantolf, Larysa Bobrova (2014)

En Journal of Spanish Language Teaching 1.1

In this article we argue that figurative language, specifically realized as metaphor, must become an essential aspect of any pedagogical program. The ability to understand and produce appropriate metaphors in a second language can no longer remain on the margins of linguistic proficiency; on the contrary, without such ability a speaker cannot effectively express him or herself or comprehend fully what a native interlocutor may be intending to communicate. That is, to genuinely achieve an advanced level of proficiency it is necessary that a speaker develop a metaphorical capacity in the second language. We begin the article with a discussion of the theory of metaphor proposed by Lakoff and his colleagues. We explain the principal concepts of the theory that we believe to be relevant to second-language pedagogy. We then present some examples of materials from a pedagogical program that we have developed to teach metaphors that commu-nicate emotions and that use colors, animals and sports as source domains. Included among the materials are a dictionary of metaphors, classroom activities, and a teacher's guide to help instructors implement the activities.

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En este artículo planteamos que el lenguaje figurado, específicamente en su forma metafórica, debería formar parte integral de cualquier programa de enseñanza de lenguas. La capacidad de entender y producir metáforas de manera correcta en una segunda lengua no puede ser un aspecto exclusivo del aprendizaje en los niveles avanzados. Sin el desarrollo de dicha capacidad, un hablante no podrá expresarse de manera eficaz ni comprender en su totalidad lo que le comunique un interlocutor nativo. Es decir, para alcanzar un nivel de usuario competente a nivel avanzado es necesario que el hablante vaya adquiriendo una capacidad metafórica en la segunda lengua. Empezamos nuestro análisis con una discusión de la teoría de la metáfora postulada por Lakoff y sus colegas, y explicamos los conceptos principales de dicha teoría, dado que estimamos que resulta relevante en relación con la enseñanza de segundas lenguas. A continuación, presentamos algunos ejemplos de materiales didácticos que hemos desarrollado para enseñar metáforas que transmiten emociones y que, en su origen, hacen uso de colores, animales y deportes. Entre los materiales se incluyen además un diccionario de metáforas, unas actividades de clase y una guía para ayudar a los docentes a llevar al aula estas actividades.

Microaggressions and intercultural competence in the Spanish classroom

Marcela van Olphen, Silvia M. Peart (2022)

En Second Language Research & Practice vol. 3-1

Texto completo

Microaggressions are subtle offensive mechanisms that can be intentional or unintentional (Pierce, 1970). For the past 50 years, researchers have documented their damaging effects on peoples’ mental and physical health. In this report, we focus on microaggressions in the Spanish classroom and with Latino/Latinx/Hispanic students, including their damaging effects within the context of changing demographics in the United States, how they impact our language classrooms, and how they can be mitigated through language curricula that promote intercultural citizenship. Also, we share strategies and suggestions to counter microaggressions in the language classroom, grounded in the assumption that to support socially just learning environments, educators must create a healthy atmosphere where all students feel safe, respected, and validated, and are held to high academic and civic standards. We believe that language teachers are uniquely positioned to create learning environments that model intercultural perspectives and foster the necessary openness to analyze and understand different perspectives as students advance their intercultural competence.

Mind and Body In Space. A cognitive linguistics account for language teaching

Reyes Llopis-García (2017)

Presentación en el Institut des Sciences Cognitives - Université du Québec à Montréal.

Cognitive Linguistics provides a theoretical framework to understand language as a builder of meaning that stems from interaction with the world and draws from the sensorimotor experience of all speakers. This point of view affords remarkable potential for foreign language teaching: it shows that as physical experiences are universal, so are the conceptualizations of the L1/L2 speakers who have them.

Missing Words: The Vocabulary of BBC Spanish Courses for Adults

Paul Meara, Jesús Suárez García (2010)

En Exploring New Paths in Language Pedagogy

Until very recently, vocabulary played a role in the production of language teaching materials that was very definitely a secondary one. Although inevitably present in any course book, vocabulary was generally subordinated to other elements that were considered more important to the process of learning a language. Thus, in the 1950s and 1960s, when grammar translation was the dominant approach to language teaching, the lexical content of courses was considered less important than the grammatical content of textbooks. To a large extent, the vocabulary taught was determined by the words that appeared in the works of classical authors whose texts were used for teaching purposes. Later, the structural or audiolingual methods, based on behaviourist theories subordinated the vocabulary to be taught to the linguistic structures that the student was required to automatize during the process of learning. In the 1970s, communicative approaches to language teaching began to be developed, partly as a reaction to the short-comings of earlier methods. Functions and Notions came to be the main curricular focus for language teaching, and functional-notional approaches dominated classroom practice. The vocabulary which appears in courses that were developed with this method in mind simply reflects the vocabulary which is used in the context chosen to introduce the functions and notions which the student is required to master – In the restaurant, At the airport, At the doctor’s to list but a few of the typical ones. The common assumption that underlies all these treatments of vocabulary is the idea that vocabulary acquisition takes place naturally when people learn other more basic elements: learn grammar, or structures, or functions, and you will inevitably learn vocabulary. Vocabulary acquisition is something that just happens on its own. One consequence of this is that the textbooks of the period show a surprisingly cavalier attitude towards the vocabulary items that they choose to teach. Words are included almost at random, and their selection depends heavily on the intuition of authors.

This paper illustrates this problem in a series of beginners’ Spanish courses. Specifically, we analysed a set of six textbooks published by the BBC over a period of 30 years (1965-1995). These courses were all aimed at adult learners of Spanish, working on their own, and were primarily intended as a companion text for radio and television broadcasts. Inevitably, however, they were widely adopted as standard textbooks for adult learners attending classes as well. It is difficult to underestimate the influence of these courses on adult education, and it is no exaggeration to say that these courses pretty much defined the syllabus for adult learners of Spanish in the UK for a period of about thirty years

MLA-CCCC Joint Task Force on Writing and AI Working Paper: Overview of the Issues, Statement of Principles, and Recommendations

Antonio Byrd, Leonardo Flores, David Green, Holly Hassel, Sarah Z. Johnson, Matthew Kirschenbaum, A. Lockett, Elizabeth Mathews Losh, Anna Mills (2023)

Texto completo

This working paper discusses the risks and benefits of generative AI for teachers and students in writing, literature, and language programs and makes principle-driven recommendations for how educators, administrators, and policy makers can work together to develop ethical, mission-driven policies and support broad development of critical AI literacy.

We invite you to comment on the working paper to help inform the task force’s ongoing activities. We intend for this to be the first of subsequent working papers that will be developed as the task force receives feedback and identifies priorities in the coming year.

Model texts as a feedback instrument in second language writing: A systematic review

Long Quoc Nguyen, Phung Dao, Bao Trang Thi Nguyen (2024)

En Language Teaching Research

The potential of model texts as a feedback instrument (MTFI) in second language (L2) writing has been explored for about two decades and continues to receive increasing interest from L2 scholars. However, to date, there is still an absence of a comprehensive review of studies in this particular area. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, this study aims to fill this gap by systematically reviewing 25 empirical studies on MTFI dating up to 1 April 2023, specifically focusing on three main aspects: study contexts, methodological characteristics, and primary areas of focus and key findings. The results revealed that existing MTFI studies (1) largely targeted low-intermediate English as a foreign language (EFL) learners at primary schools, (2) primarily adopted a quasi-experimental design involving a three-stage narrative writing task in a classroom-based setting, (3) predominantly focused on writing as a process, and (4) consistently reported MTFI’s potential for promoting L2 writing gains, especially in terms of lexical aspects. These results not only further our understanding about the effect of MTFI on different dimensions of task performance and L2 learning (i.e. L2 writing), but also provide some pedagogical implications for practices. Suggestions for addressing methodological issues in future studies are provided to advance this research domain.

Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables

Fan Yang, Xiaoming Yang (2024)

En Language Teaching Research

While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.

Models of Telecollaboration (2): Cultura

Jesús Suárez García, James Crapotta (2007)

En Online Intercultural Exchange. An Introduction for Foreign Language Teachers

The model of telecollaboration described in this chapter, Cultura, is one whose focus is precisely that of intercultural competence. Its methodology integrates culture into the language classroom by facilitating the direct communication between two groups of learners from different cultures and the comparison of those cultures. We will describe the principles and practices of Cultura and examine its implementation in an ongoing exchange between classes at Barnard College in New York and the University of Leo´n in Spain.

More than tough luck. Navigating challenges in teaching/learning L2 Spanish comparative constructions

Zeina Alhmoud (2024)

En Review of Cognitive Linguistics 22 - 2

Applied Cognitive Linguistics (ACL, henceforth) offers a vision of language closely tied to our experiences and views of the world, showing great promise for foreign language teaching and learning. Building upon this meaning-centered perspective, this paper discusses an interventional, quasi-experimental study assessing the effectiveness of incorporating animated images into materials for teaching comparative constructions in L2 Spanish. Conducted in three phases with varying participation rates (69 students in the first, 18 in the second, and 27 in the third), the study faced numerous factors that hindered data collection process and thereby influenced the results. Although the findings were not statistically significant, they suggest a slight improvement in post-test performance in both the experimental and comparison groups. While the potential of ACL in second language teaching and learning is undeniable, so are the challenges faced in L2 classrooms. This underscores the need for further empirical research to bridge the gap between theoretical principles and their practical implementation in real classroom settings.

Multimodal communication in academic oral presentations by L2 Spanish students

Teresa Morell, Susana Pastor Cesteros (2018)

En Journal of Spanish Language Teaching 5.2

Presenting in a second language (L2) is perhaps the greatest challenge for international students in a foreign academic context. In this study, we examine the multimodal (verbal and non-verbal) oral performances of two L2 and two L1 groups of Spanish students enrolled in a university Applied Linguistics course. To determine the specific demands and challenges that each group faces, we conducted a questionnaire with 16 participants and carried out an audiovisual discourse analysis of the presentations based on a multimodal framework applied to the use of academic Spanish. It was discovered in the analysis of the data that multimodal competence, the ability to make use of and combine verbal and non-verbal modes of communication to construct and communicate meaning, can compensate for L2 students’ linguistic deficiencies. The article concludes with guidelines to support the development of multimodal competence of L2 students.

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Hacer una presentación académica oral en una L2 es quizás uno de los mayores retos a los que se enfrentan los estudiantes internacionales en un contexto académico. En este estudio, examinamos la actuación oral multimodal (verbal y no verbal) de cuatro grupos de estudiantes, dos con español como L2 y dos como L1, matriculados en un curso universitario de Lingüística Aplicada, dos con español como L2 y dos como L1. Con el objetivo de establecer las diferencias entre los grupos y explorar sus dificultades, administramos un cuestionario a los 16 participantes y realizamos un análisis discursivo y audiovisual de las presentaciones, basado en un marco multimodal aplicado al uso del español académico. Entre los resultados obtenidos encontramos que la competencia multimodal, entendida como la habilidad de usar y combinar diversos modos verbales y no verbales para construir y comunicar significado, puede compensar las carencias lingüísticas del alumnado de español L2. El artículo finaliza con algunas recomendaciones para el desarrollo de la competencia multimodal de los estudiantes de movilidad internacional.

Navigating interactions, identifying gaps, and setting self-study goals: acquisition of Spanish via community-based learning in interprofessional clinics

Carrie Bonilla (2021)

En Journal of Spanish Language Teaching 8.1

This study contributes to research on second language pedagogy by exploring the experience of advanced second language and heritage language university students of Spanish who, as part of their class, participated in a community-based learning experience in local health and social service clinics serving vulnerable populations. By focusing on students’ memories and perceptions of the experience as well as their acquisition of vocabulary, the study elucidates not only the concrete gains in linguistic ability but also the affective aspect of a community-based learning experience.

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Este estudio contribuye a las investigaciones de la pedagogía de segundas lenguas de servicio a la comunidad al explorar las experiencias de estudiantes universitarios de español de segundas lenguas y de herencia en una clase con un componente experiencial en clínicas locales de servicios sociales y salud que sirven a poblaciones vulnerables. No solo a través de enfocarse en los recuerdos y percepciones de la experiencia sino también en la adquisición del vocabulario, este estudio elucida tanto las mejorías en habilidad lingüística como el aspecto afectivo de una experiencia de aprendizaje basada en la comunidad.

On the relationship between epistemology and methodology: A reanalysis of grammatical gender in additional-language Spanish

Aarnes Gudmestad (2020)

En Interpreting language-learning data

In the current study I explore the relationship between epistemology and methodology through a reanalysis of production data on grammatical gender in additionallanguage Spanish that were analysed in Gudmestad et al. (2019). This reanalysis consists of a shift in the epistemology from the one adopted by Gudmestad et al., where gender marking, which occurs between nouns and both determiners and adjectives, is a unified linguistic phenomenon. In contrast, the assumption in the present investigation is that the acquisition of gender marking entails learning gender assignment and gender agreement, two different learning processes that are observable in language behaviour with determiners and adjectives, respectively. In order to reflect critically on the relationship between epistemology and methodology and specifically on its influence on the interpretation of learner data, I conduct a multi-step analysis that is guided by the differentiation between gender assignment, which can be observed on determiners, and gender agreement, which can be observed on adjectives. I also discuss how the interpretation of the findings can be impacted by the epistemology that guides the current study.

Outcomes of University Spanish Heritage Language Instruction in the United States

VV. AA. (2022)

n the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages.

Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages.

CONTENTS
Introduction: Why and How to Examine Outcomes of Heritage Language Instruction
Melissa A. Bowles

Part I: Morphosyntactic Outcomes

1. Modality Matters! A Look at Task-Based Outcomes
Julio Torres

2. The Differential Effects of Three Types of Form-Focused Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners
Sara M. Beaudrie and Bonnie C. Holmes

3. Effects of Instruction on Specific Measures of Accuracy in Spanish Heritage Learners' Writing
Adrián Bello-Uriarte

4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process
Celia Chomón Zamora

5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In?
Sara Fernández Cuenca and Melissa A. Bowles

Part II: Social and Educational Outcomes

6. "Incorporating Our Own Traditions and Our Own Ways of Trying to Learn the Language": Beginning-Level Spanish as a Heritage Language Students' Perception of Their SHL Learning Experience
Damián Vergara Wilson

7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education
Claudia Holguín Mendoza

8. Toward an Understanding of the Relationship between Heritage Language Programs and Latinx Student Retention and Graduation: An Exploratory Case Study
Josh Prada and Diego Pascual y Cabo

9. Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks
Florencia G. Henshaw

Afterword: Studying Outcomes to Bridge the Gap between Teaching and Learning
Maria M. Carreira

Parrilla del perfil del profesor de idiomas (EPG - European Profiling Grid)

VV. AA. (2013)

La Parrilla del perfil del profesor de idiomas (EPG - European Profiling Grid) es un instrumento que describe las competencias de los profesores de idiomas en seis fases de desarrollo y las presenta en forma de tabla. Está disponible en nueve lenguas.

Su objetivo es ayudar a los profesores a que se desarrollen profesionalmente, sin tener en cuenta el idioma que enseñan. Esta herramienta está también dirigida a responsables académicos y a coordinadores encargados de garantizar la calidad en la enseñanza de idiomas, y a formadores y a tutores que apoyan a profesores de idiomas y les proporcionan oportunidades de desarrollo profesional.

Como su propio nombre indica, la Parrilla EPG es una parrilla o tabla. En el eje vertical aparece una lista de categorías de la competencia docente, mientras que en el eje horizontal se encuentran las seis fases de desarrollo desde el profesor novel, pasando por el profesor con experiencia, hasta el profesor experto. Cada una de las celdas de la parrilla contiene los descriptores correspondientes a cada competencia y a cada una de las fases de desarrollo.

La Parrilla EPG es el resultado de un proyecto de investigación cofinanciado por la Comisión Europea de una duración de dos años (2011-2013), en el que han trabajado socios de nueve países líderes en enseñanza de idiomas a nivel nacional e internacional.

Cuadernillo del EPG en varios idiomas
Parrilla interactiva del perfil del profesor de idiomas (EPG - European Profiling Grid)