Tipo: vídeo

Temas: lingüística cognitiva

Resumen:

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.

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Tipo: artículo

Metodología: trabajo teórico

Temas: variación y variedades del español

Resumen:

Recent advances in sociolinguistics demonstrate the need to adopt a wider international perspective related to the way in which language variation should be reflected in the work of the institutions that participate more actively in the design of language ideologies in a 21st-century, globalized society. The most recent Pan-Hispanic publications by the Real Academia Española (RAE) and the Asociación de Academias de la Lengua Española (ASALE) reflect a will to recognize and promote all Spanish varieties on equal footing. This article analyzes how language variation is becoming an integral part of the Diccionario de la lengua española (DLE) in its successive print and online editions. In addition, beginning with the results of a questionnaire administered to United States? Spanish instructors, this article discusses how this new Pan-...

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Tipo: artículo

Metodología: trabajo teórico

Temas: cultura

Resumen:

Teaching second-language (L2) culture is problematic due to the possibility of creating stereotypes and overgeneralizations about the target culture. Several researchers have proposed raising an awareness of first-language culture (C1) at the same time they raise that of the second language (C2), to promote a ?relative? view of the C2. The objective is for learners to recognize themselves and others as ?socially constructed?. We propose learning culture through activities based on surveys completed by native speakers (NS) that can lead learners to a deeper understanding of L2 cultural perspectives and practices. To illustrate this approach, target culture data (e.g., folk medicines used or the kinds of housing students live in) were obtained via a questionnaire completed by 154 native-speaker university students in Spain, Peru, Mexico...

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Tipo: artículo

Metodología: estudio empírico

Temas: español en Estados Unidos

Resumen:

Texto completo  (español)
Texto completo (inglés)

En este informe nuestro objetivo es analizar la situación del español en el ámbito universitario estadounidense, que comprende: (a) escuelas técnicas (community / junior / technical colleges), con programas de dos años que otorgan certificaciones de formación profesional o de los dos primeros años de una titulación universitaria superior; (b) escuelas universitarias (colleges), cuyos programas se distribuyen a lo largo de...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: lingüística cognitiva

Resumen:

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...

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Tipo: capítulo

Metodología: estudio empírico

Temas: vocabulario

Resumen:

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...

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Tipo: capítulo

Metodología: trabajo teórico

Temas: telecolaboración e intercambios virtuales

Resumen:

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.

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Tipo: artículo

Metodología: trabajo teórico

Temas: gramática pedagógica

Resumen:

In this paper we focus on the relationship between Spanish compounding and derivation on the one hand, and anaphoric relations involving null and overt subjects, on the other, in order to argue that a pedagogical grammar of Spanish for non-native speakers should take into consideration: (i) universal approaches to the analysis of Spanish which also depict its specific structural properties; (ii) psycholinguistic proposals on how Spanish morphosyntactic structures are acquired and processed; and (iii) empirical research that provides information about the learnability principles and the mechanisms involved in the acquisition of Spanish grammar. This threefold approach draws from developments that have taken place in this century. First, linguistic theory has refined the ?universal? principles and parameters approach developed to...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza de español en Estados Unidos

Resumen:

This article chronicles the teaching and learning of Spanish in the United States (US) preschool through college (preK-16) from the 1800s to the present day and beyond. National and local policies, initiatives, and practices are reviewed as well as program and curricular models and methodologies at each educational level: pre-kindergarten through elementary school; junior high, middle, and high school; college and university. From the 1800s until the 1980s, teaching and learning Spanish was steeped in tradition, incorporating predominantly grammar translation and reading great works of literature. Some exceptions to instruction included the Berlitz method and the audiolingual methods. An enrollment crisis in the 1970s propelled change in instructional delivery. These innovations were guided by research that then informed the creation...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: español para fines específicos

Resumen:

Over the past two decades, Languages for Specific Purposes (LSP) and Community Service Learning (CSL) in the United States (US) have gained traction in post-secondary institutions. Abbott and Lear (2010) established that CSL provides excellent opportunities for students to meet the National Foreign Language Standards. After establishing a brief historical overview of programs and research in the fields of Spanish LSP and CSL, this paper provides an overview of core issues facing the field, i.e., the need to (1) focus LSP on a new specific purpose (foundational training in professionalism) (i.e., those linguistic abilities, behaviors, skills, and manners that are vital to all professions in the target culture), (2) thread this training in professionalism throughout the curriculum (from basic language, to majors, to graduate students...

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