La instrucción en Lingüística Hispánica: ¿Cómo deberíamos enseñarla?
DOI:
https://doi.org/10.15381/lengsoc.v22i1.24308Palabras clave:
métodos de enseñanza, enfoque descriptivo, aprendizaje colaborativo, mejores prácticasResumen
A pesar del aumento en la demanda de cursos de Lingüística Hispánica en programas de español en las universidades americanas, hay escasa investigación en cómo implementar instrucción comunicativa y basada en el contenido. Este artículo presenta una vista preliminar de las mejores prácticas para cursos introductorios en Lingüística Hispánica con un enfoque en actividades de resolución de problemas y aprendizaje colaborativo, ya que los instructores siempre deben tener en cuenta los objetivos del curso; asimismo, ser capaces de proveer un enfoque descriptivo a la Lingüística para erradicar los mitos que existen sobre el lenguaje.
Descargas
Citas
Arteaga, D. L. (2000). Articulatory phonetics in the first-year Spanish classroom. The Modern Language Journal, 84(3), 339-354. https://doi.org/10.1111/0026-7902.00073
Arteaga, D. L., and Llorente, L. (2009). Spanish as an international language: Implications for teachers and learners. Multilingual Matters.
Bardovi-Harlig, K. (2001). Empirical evidence of the need for instruction in pragmatics. In K. R. Rose, and G. Kasper (Eds.), Pragmatics and language teaching (pp. 13–22). Cambridge University Press.
Barros García, M. J., and Bachelor, J. W. (2018). Pragmatic instruction may not be necessary among heritage learners of Spanish: A study on requests. Journal of Foreign Language Education and Technology, 3(1), 163-193.
Bataller, R. (2013). Role-plays vs. natural data: Asking for a drink at a cafeteria in Peninsular Spanish”. Íkala, Revista de Lenguaje y Cultura, 18(2), 111-126. https://revistas.udea.edu.co/index.php/ikala/article/view/15142/13838
Bullock, B. E., and Lord, G. (2003). Analogy as a learning tool in second language acquisition: The case of Spanish stress. In A. T. Pérez–Leroux, and Y. Roberge (Eds.), Romance linguistics (pp. 281–297). John Benjamins.
Byrd, D. R. (2003). Practical tips for implementing peer editing tasks in the foreign language classroom. Foreign Language Annals, 36(3), 434-441. https://doi.org/10.1111/j.1944-9720.2003.tb02125.x
Carbó, C., Llisterri, J., Machuca, M. J., De La Mota, C., Riera, M., and Ríos, A. (2003). Estándar oral y enseñanza de la pronunciación del español como primera lengua y como lengua extranjera. ELUA, 17, 161-179. https://rua.ua.es/dspace/bitstream/10045/6153/1/ELUA_17_09.pdf
Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301. https://doi.org/10.1515/iprg.2005.2.3.275
Correa, M. (2010). Heritage language learner programs and life after the classroom – A not so critical approach. Journal of Linguistics and Language Teaching, 1(2), 221-240. https://linguisticsandlanguageteaching.blogspot.com/2010/08/journal-of-linguistics-and-language.html
Correa, M. (2011). La enseñanza de fonética y fonología a través de analogías y metáforas. Hispania, 94(2), 360–65. https://muse.jhu.edu/pub/1/article/441847/pdf
Correa, M. (2014). Teaching (theoretical) linguistics in the second language classroom: Beyond language improvement. Porta Linguarum, 22, 161-171. http://hdl.handle.net/10481/53738
Cunningham, U. (2015). Language teachers’ need for linguistics. Te Reo, 58, 77- 94. https://search.informit.org/doi/epdf/10.3316/informit.828221069405802
Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The Catesol Journal, 30(1), 13-45. http://www.catesoljournal.org/wp-content/uploads/2018/03/CJ30.1_darcy.pdf
Derwing, T. M., and Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486
Ducate, L., and Lomicka, L. (2009). Podcasting: An effective tool for honing language students’ pronunciation? Language Learning & Technology, 13(3), 66-86. http://doi.org/10125/44192
Dupuy, B. C. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33(2), 205-223. https://doi.org/10.1111/j.1944-9720.2000.tb00913.x
Félix-Brasdefer, C., and Cohen, A. (2012). Teaching pragmatics in the foreign language classroom: Grammar as a communicative resource. Hispania, 95(4), 650-669. https://doi.org/10.1353/hpn.2012.0124
Félix-Brasdefer, C., and McKinnon, S. (2016). Perceptions of impolite behavior in study abroad contexts and the teaching of impoliteness in L2 Spanish, Journal of Spanish Language Teaching, 3(2), 99-113. https://doi.org/10.1080/23247797.2016.1251782
Gallego, M., and Conley, R. (2013). Raising dialectical awareness in Spanish as a foreign language courses. Cauce: Revista internacional de filología, comunicación y sus didácticas, 36, 135–158.
Gregory, A. E. (2005). What’s phonetics got to do with language teaching? Investigating future teachers’ use of knowledge about phonetics and phonology. In N. Bartels (Ed.), Applied linguistics in language teacher education, (pp. 201–220). Springer.
Grundstrom, A. W. (2017). Teaching linguistics to foreign majors. IULC Working Papers,17(4),85-90. https://scholarworks.iu.edu/journals/index.php/iulcwp/article/view/26020/31689
Hualde, J. I. (2006). Hispanic Linguistics in the USA. Hispanic Issues On Line 1(1), 101–105.
Hubert, M. D., and Vigil, D. (2017). Using writing to teach pronunciation: An experimental fourth-year university Spanish phonetics/phonology course. Applied Language Learning, 27(1&2), 18- 40. https://www.dliflc.edu/wp-content/uploads/2021/12/Applied-Language-Learning_Vol27_Pt1-2.pdf
Ishihara, N., and Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. Pearson Longman.
Kasper, G., and Rose, K. R. (2002). Pragmatic Development in a Second Language. Blackwell.
Kissling, E. M. (2012). The effect of phonetics instruction on adult learners’ perception and production of L2 sounds. Unpublished PhD dissertation. Georgetown University.
Kissling, E. M. (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? Latin American, Latino and Iberian Studies Faculty Publications, 8, 1-68. https://doi.org/10.1111/j.1540-4781.2013.12029.x
Knouse, S. M., Gupton, T., and Abreu, L. (2015). Teaching Hispanic linguistics: Strategies to
engage learners. Hispania (98)2, 319-332. https://doi.org/10.1353/hpn.2015.0050
Koike, D. A., and Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501. https://doi.org/10.1016/j.system.2005.06.008
Langer, B. D. (2011). Teaching pragmatic forms in Spanish. Segundas Lenguas e Inmigración en Red, 5, 5-34. https://dialnet.unirioja.es/servlet/articulo?codigo=4060319
Langer, B. D. (2013). Teaching requests to L2 learners of Spanish. Journal of Language Teaching and Research, 4(6), 1147-1159. https://doi.org/10.4304/jltr.4.6.1147-1159
Lee, P.Y. (2010). The content-based reading approaches (COBRA) model in the ELL and LD classroom. Retrieved from. https://files.eric.ed.gov/fulltext/ED512529.pdf
Lenze, L. F. (1995). Discipline-specific pedagogical knowledge in linguistics and Spanish. In N. Hativa, and M. Marincovich, (Eds.), Disciplinary differences in teaching and learning: Implications for practice, (pp. 65–70). Jossey-Bass.
Levin, N. S. (2017). Teaching linguistics to non-linguistics majors. In A. Bunger (Ed.), Special volume: Reissue of Innovations in Linguistic Education, volume 3. IULC Working Papers in Linguistics, 17(4), 129-134. https://scholarworks.iu.edu/journals/index.php/iulcwp/article/view/26023/31692
Levis, J., and LeVelle, K. (2011). Learning to talk about language in an online linguistics course. In S. R. Huffman, and V. Hegelheimer (Eds.). The role of CALL in hybrid and online language courses, (pp. 1-17). Iowa State University.
Llisterri, J. (2003). La enseñanza de la pronunciación. Cervantes: Revista del Instituto Cervantes en Italia, 4(1), 91-114. https://joaquimllisterri.cat/publicacions/Llisterri_03_Pronunciacion_ELE.pdf
Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania (88)3, 557-567. https://doi.org/10.2307/20063159
Lord, G. (2010). The combined effects of immersion and instruction on second language Pronunciation. Foreign Language Annals, 43, 488–503. https://doi.org/10.1111/j.1944-9720.2010.01094.x
Martínez-Flor, A., and Usó-Juan, E. (2006). A comprehensive pedagogical framework to develop pragmatics in the foreign language classroom: The 6Rs approach. Applied Language Learning, 16(2), 39–64. https://www.dliflc.edu/wp-content/uploads/2014/04/all16two.pdf
Milambiling, J. (2001). Opening minds or changing them?: Some observations on teaching introductory linguistics. Theory Into Practice, 40(4), 249-254. https://www.jstor.org/stable/1477487
Morin, R. (2007). A neglected aspect of the standards: Preparing foreign language Spanish teachers to teach pronunciation. Hispania (40)2, 342-360. https://doi.org/10.1111/j.1944-9720.2007.tb03206.x
Pearson, L. (2006). Teaching Spanish dialectology with digital audio technology. Hispania, 89(2), 323-330. https://doi.org/10.2307/20063309
Pearson, L. (2018). L2 Spanish pragmatics instruction at the novice level: Creating meaningful contexts for the acquisition of grammatical forms. In Dumistrecu, D., and Andueza, P. L. (Eds.), L2 Spanish Pragmatics: From Research to Teaching. (pp. 214-231). Routledge.
Petray, M. J. (2004). Changing linguistic pedagogy: A case study of five introductory linguistics textbooks. (Doctoral Dissertation). Purdue University.
Rasmussen, J., and M. L. Zampini. (2010). The Effects of phonetics training on the intelligibility and comprehensibility of native Spanish speech by second language learners. In J. Levis, and K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp. 38-52).
Rolling, H. (2006). Intercultural competence for students of Spanish: Can we teach it? Can we afford not to teach it? Language Learning Journal, 34, 55-61. https://doi.org/10.1080/09571730685200241
Rose, K. R., and G. Kasper. (2001). Pragmatics in Language Teaching. Cambridge University Press.
Rose, M. (2012). Grammar in the real world: Enhancing grammar lessons with Pragmatics. Hispania, 95(4), 670-680. http://doi.org/10.2307/41756419
Russell, V., and Vásquez, C. (2011). A web-based tutorial for the instruction of Spanish Pragmatics. The IALLT Journal, 41(2), 27-55. https://doi.org/10.17161/iallt.v41i2.8494
Saalfeld, A. (2011). Acquisition of L2 phonology in advanced learners: Does instruction make a difference? In J. Levis, and K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 144-152). Iowa State University.
Santamaría Busto, E. (2007). Enseñar prosodia en el aula: reflexiones y propuestas. In Balmaseda Maestu, E. (Ed). Las destrezas orales en la enseñanza del español L2-LE. Actas del XVII Congreso Internacional de la Asociación del Español como lengua extranjera (ASELE). (pp. 1237-1250). Servicio de publicaciones de la Universidad de La Rioja.
Schoonmaker-Gates, E. (2017). Regional variation in the language classroom and beyond: Mapping learners’ developing dialectal competence. Foreign Language Annals, 50(1), 177-194. https://doi.org/10.1111/flan.12243
Shively, R. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43(1), 105- 137. https://doi.org/10.1111/j.1944-9720.2010.01063.x
Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics,31, 289-310. https://doi.org/10.1017/S0267190511000018
Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112. https://doi.org/10.1093/applin/4.2.91
Treffers- Daller, J. (2003) Variation in teaching: two perspectives on teaching linguistics. LLAS Occasional Papers, 12- 14. https://webarchive.southampton.ac.uk/www.llas.ac.uk/sites/default/files/nodes/179/papersoct03.pdf
Villa, D. J. (2003). Heritage Language Speakers and Upper-Division Language Instruction: Findings from a Spanish Linguistics Program. In H. Byrnes, and H. Maxim (Eds.), AAUSC Issues in Language Program Direction (pp. 88-98). Heinle and Heinle.
Witten, C. (2000). Using video to teach for sociolinguistic competence in the foreign language classroom. Texas Papers in Foreign Language Education, 5(1), 143-175. https://files.eric.ed.gov/fulltext/ED468314.pdf
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Clara Burgo

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
LOS AUTORES RETIENEN SUS DERECHOS:
a. Los autores retienen sus derechos de marca y patente, y también sobre cualquier proceso o procedimiento descrito en el artículo.
b. Los autores pueden presentar a la revista Lengua y Sociedad, trabajos difundidos como pre-print en repositorios. Esto debe hacerse conocer en la carta de presentacion del trabajo.
c. Los autores retienen el derecho de compartir, copiar, distribuir, ejecutar y comunicar públicamente el artículo publicado en la revista Lengua y Sociedad (por ejemplo, colocarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en la revista Lengua y Sociedad.
d. Los autores retienen el derecho a hacer una posterior publicación de su trabajo, de utilizar el artículo o cualquier parte de aquel (por ejemplo: una compilación de sus trabajos, notas para conferencias, tesis, o para un libro), siempre que indiquen su publicación inicial en la revista Lengua y Sociedad (autores del trabajo, revista, volumen, número y fecha).