Tipo: artículo

Metodología: trabajo teórico

Temas: enseñanza/aprendizaje de lenguas competencia intercultural diseño curricular

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Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as knowledge. This article presents the main concepts involved in this view of language teaching: the notion of culture, the language-culture nexus, and intercultural competence. It argues that language teaching needs to be linked to other disciplines in order to develop an approach that integrates insights from citizenship education.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial práctica docente enseñanza/aprendizaje de lenguas

Resumen:

This qualitative study, drawing on positioning analysis, examines four world language teachers' reported practices of integrating ChatGPT into their instruction. The participants were enrolled in the graduate-level Applied Linguistics or Spanish Language Teaching program at a public university in the southcentral US. This study addresses two research questions: (1) How did world language teachers position themselves and others in relation to their integration of ChatGPT into teaching… (2) What factors mediated their ChatGPT-supported instruction? The analyses of interview transcripts and weekly reports revealed that the world language teachers positioned themselves as active agents, assuming dynamic roles vis-à-vis ChatGPT (i.e., ChatGPT guide, explorer, manager, and ...

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Tipo: artículo

Metodología: trabajo teórico

Temas: adquisición de segundas lenguas input cognición y procesamiento

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Krashen parte del fenómeno descrito por Elizabeth Barber —el «runrún en la cabeza» (din in the head), la repetición involuntaria de palabras y frases de la lengua que se está adquiriendo— y propone que es el resultado de la estimulación del dispositivo de adquisición del lenguaje. De ahí deriva varios corolarios: lo provoca el input comprensible que contiene elementos algo más avanzados que la competencia del aprendiente, tarda una o dos horas en aparecer y no se da con ejercicios mecánicos ni en hablantes muy avanzados.

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