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Language Foro de profesores de E/LE. 2015. Número 11
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- El papel de la cultura en el proceso de enseñanza y evaluación del español como lengua extranjera en los niveles A1/A2(2015) Tordera Yllescas, Juan CarlosThe aim of this paper is to dealing with the teaching and evaluation of culture in the A1 / A2 levels of the Cervantes Institute. First, we will explain what is understood as culture and what role it plays in the teaching of E/LE. Second, we will present some proposals with which the teacher can work the sociocultural component in the classroom without disregarding other skills. And finally, we will conclude with a brief critical analysis of how it is evaluated the sociocultural component in the DELE. Key words: culture, evaluation A1 y A2, Instituto Cervantes.
- Cultura en clase de E/LE a través de cuentos alrededor del mundo(2015) Sevilla Pavón, AnaThis paper describes an experience carried out at the University of Iceland with students of Spanish as a Foreign Language within the TALIS project: Stories around the world in a 1-hour long class. The students' level ranged from B2 to C1 of the Common European Framework of Reference for Languages. The activities were planned so as to overcome the challenge of teaching a class without having met the students previously and without knowing neither about their previous knowledge nor their learning context first-hand. This was due to the fact that the lesson was given during a short Erasmus+ visit of the teacher in charge of delivering it. The activities carried out were based on written and audiovisual materials aimed at dealing with cultural features of different places of the world so as to develop a number of competences, such as the linguistic-communicative and the intercultural competences, while fostering critical thinking. Throughout the session colloquial and sociocultural reference vocabulary was practiced by means of oral and written interaction and through the completion of different activities related to the tales for the posterior creation or compilation of tales related to the culture of origin of the students themselves. Keywords: linguistic-communicative competence, intercultural competence, tales around the world, Spanish as a foreign language.
- Géneros e impersonalidad en la clase de E/LE(2015) Villalba Ibáñez, CristinaThe aim of this paper is to present a didactic sequence centered in the study of impersonality in the class of Spanish as a foreign language. This sequence contains 4 training sessions and one final session of evaluation. In this last session the final task is developed. The final task consists in a brief oral formal presentation (2-3 minutes). During the presentation, the students are supposed to use impersonality devices according to the communicative situation. This didactic sequence has been designed for anglospeakers university students, level B2-C1. The main goals we pretend to achieve are: to introduce the main impersonality devices, to link the use of these devices to the proper register and to recognize the pragmatic values associated. Keywords: Impersonality, Formal register, Spanish as Foreign Language, Pragmatics.
- Proyecto de podcasting. ¿Y ahora qué? Los estudiantes de E/LE también reflexionan(2015) Villalón Estoa, CarmenThis paper presents a didactic proposal that is a part of research for a doctoral dissertation on the process during a podcasting project led by students for Spanish as a Foreign Language. Upon evaluating the project, a series of questions arose such as: what happens during the process? What do students feel during the project? Does deep learning take place? The first part presents theoretical framework followed by the didactic proposal finishing with the conclusions of the project. Keywords: Project based learning, reflective practice, podcasting, foreign language acquisition
- Aprendiendo español con Gandía Shore : partículas conversacionales(2015) Uclés Ramada, GloriaThis didactic proposal aims at presenting the different forms and functions of appellative conversational particles, found in colloquial Spanish, through a series of activities. Since conversational particles are polyfunctional pragmatic elements, learning how to use them is bound to be a complex process. Thus, the focus of this proposal will be put on these elements in order to ensure that they are properly learned. For these purposes we will use the television programme Gandía Shore, as it constitutes an authentic sample of the colloquial register where conversational particles in context are to be found. The activities will focus on recognising conversational particles and their functions. Key words: colloquial Spanish, discourse markers, Gandía Shore, register
- Enfoque por tareas para la enseñanza de las vanguardias en la clase de E/LE. Propuesta de actividades(2015) Souto, Luz CelestinaThe study of the avant-garde through its historical context and their artistic productions is proposed as an interdisciplinary activity, in which students are focusing on the literary aspect and the breakdown of the early 20th century in painting, cinema, architecture and music. This investigation shows lessons that will be taught in a participatory way, from reading to watching short films and avant-garde music or seeing works of art. This work proposes a task-based approach that will lead to creative activities where the knowledge of each student will be improved. Key words: Historical avant-gardes, E / LE, task-based approach, participatory classes
- Un cortometraje «a lo Almodóvar»(2015) Pascual Aliaga, ElenaThis paper comprises an exposition and explanation of a teaching unit «A short film in the style of Almodóvar» designed for students of C1-C2 level (MCER). The main purpose of the unit is for students to develop their knowledge and use of colloquial speech and to reflect on stereotypes of Spanish society through the medium of Pedro Almodovar?s cinema. The unit sets out a tasked-based methodology and includes cooperative learning activities. The cinema of Almodóvar is the guiding thread that connects the different tasks and leads to a final task, which consists of the the creation of an array of products: a cinematographic script, a short film, a trailer, a poster and an oral presentation. The teaching unit makes use of ICT resources (Hot Potatoes, Educaplay, Glogster and Windows Movie Maker) and a wiki, which facilitates cooperative learning. Key words: Spanish cinema, Almodóvar, short film, tasked-based learning, cooperative learning, ICT.
- Un proyecto de cuentacuentos en la clase de E/LE(2015) Plaza Blázquez, CarmenEl presente proyecto pretende utilizar los cuentos y narraciones populares como forma de acercamiento a la literatura y como herramienta de mejora de la expresión escrita y, especialmente, de la producción oral. Si bien puede dirigirse a diferentes perfiles de aprendientes, hemos centrado su aplicación para sinohablantes: No en vano, el proyecto surgió trabajando la asignatura de Literatura española con un grupo de estudiantes de origen taiwanés. Ante la dificultad que encontramos en el tratamiento de textos literarios contemporáneos, creamos un plan de acción alternativo consistente en la simplificación de contenidos y en la realización de diferentes actividades relacionadas con la literatura de tradición oral. En este artículo exponemos la creación y puesta en práctica de un cuentacuentos.
- La mar de gentes. Club citas rápida(2015) Pozanco Hidalgo, ÁngelThe objective of this proposal is to create a framework for oral interactions through a teaching sequence using the methodology of work tasks (Gómez del Estal and Zanón 1996: 89-100) and focused on form. Communicative final task requests the students to participate in a series of speed-dating. The linguistic exponents to work are: the use of indicative or subjunctive with modal verbs to express moods, emotions or points of view. For the language?s presentation, we will employ the distinction et a between indicative and subjunctive made by Campillo and J. Ruiz and as methodological innovation we use Total Physical Response (TPR) technique to memorization. Key words: Subjunctive, TPR, oral interaction, declaration, speed-dating
- Aspectos de la neurociencia aplicables a la didáctica de las destrezas orales en la clase de E/LE(2015) Ribera Ruiz de Vergara, Ana IsabelEn este artículo destacaremos la importancia de los conocimientos de la Neurociencia que, en conjunción con la Lingüística Aplicada, sirven para crear estrategias innovadoras de ayuda a la enseñanza-aprendizaje de una lengua extranjera, en nuestro caso las destrezas orales de la lengua española y, en particular, la pronunciación.
- El triángulo de McDowell y otros recursos para trabajar la expresión escrita y los marcadores del discurso en el aula de E/LE(2015) Ombuena Cabanes, AdriánIn this paper a set of gradually ordered activities is presented following McDowell?s triangle. Each activity come defined by the degree of control of teachers on student homework. The last activity is a communicative activity of writing an expositoryargumentative text using discourse markers. All activities are designed to prepare a good writing (recognizing discourse markers, locating discourse markers, organizing discourse markers, planning the writing). Furthermore, activities of cooperative learning are used (such as Aronson?s puzzle), whose application ensures good learning. This proposal wants students of Spanish as a foreign language know the importance of using discourse markers and planning their writings. Palabras clave: writing, discourse markers, McDowell?s triangle, cooperative learning.
- Promocionar una franquicia española(2015) Pérez Sánchez, LauraExperiencia práctica dirigida a alumnos de niveles B1-B2 en la materia Español para los Negocios en la Universitat de València con una duración de 3 horas. El principal objetivo es que los alumnos aprendan a promocionar una franquicia española y repasar contenidos funcionales, gramaticales y culturales. Además, llevar al aula realias como material aplicable, el aprendizaje cooperativo y las diferentes agrupaciones formales e informales dependiendo de los roles asignados, el aprendizaje basado en proyectos (ABP) de la promoción de la franquicia, el desarrollo de las Inteligencias Múltiples y diferentes tipos de evaluación: autoevaluación, coevaluación y heteroevaluación.
- La enseñanza del español como lengua extranjera (E/LE) en Brasil : Comprensión de constructos socio-históricos(2015) Rocha, Nildicéia Aparecida; Maldonado Barreto, Erika MaritzaThis communication focuses an educational intervention in the classroom of Spanish as a Foreign Language (E/LE) held at the Universidade Estadual Paulista - UNESP - Campus of Araraquara - Brazil, with the aim of presenting the experience of a practicalreflexive project around social and cultural imaginary present a selection of short stories by writers of American literature: Juan Rulfo, Mexico (The Burning Plain, 1953), Gabriel Garcia Marquez in Colombia (Eyes of a blue dog, 1974) and Julio Cortazar in Argentina (House taken and other stories, 2007). Made with juniors of E / LE, intermediate level, as an approach to the ways of representing a culture in the literature and an exercise to address possibilities such materials. In addition, the students created plans of E / LE as the proposal developed, in which cultural issues were discussed. These formed the analysis of the teaching and reflection on being a teacher of Spanish as a Foreign Language. Key words: Latin American Literature. Socio-historical constructs. Educational intervention. Spanish as a foreign language.
- Entre temples y claroscuros. Una propuesta didáctica de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras(2015) López Gómez, EstefaníaLa enseñanza del español es un activo en auge, de ahí que necesite de la innovación para ofrecer una pedagogía activa, fomente la comunicación y preste atención al componente cultural para obtener un resultado satisfactorio. Este proyecto didáctico pretende convertir al componente cultural en el eje de asimilación de la lengua meta. El proyecto plantea un itinerario en un entorno cultural, el Museo de Bellas Artes de Valencia San Pío V, utilizando como metodología el Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE). Por tanto, la novedad de la propuesta reside en aunar esta metodología, siendo el arte la herramienta elegida para llevar a cabo el proceso de enseñanza-aprendizaje y el entorno donde se produce el proceso de adquisición de la lengua: el aula-museo. En definitiva, obtener una perspectiva patrimonial en la enseñanza del español, que resulta del binomio lengua y cultura.
- Telecolaboración. Una forma estimulante de practicar la interacción a distancia(2015) del Olmo García, María Isabel«In language learning contexts, telecollaboration is generally understood to be Internet-based intercultural exchange between people of different cultural/national backgrounds, set up in an institutional context with the aim of developing both language skills and intercultural communicative competence through structured tasks», según afirman Guth y Helm (2010). La telecolaboración propone modelos tradicionalmente bilingües y entre aprendices de dos culturas diferentes pero cabe también en este concepto el intercambio monolingüe que puede establecerse entre aprendices que adoptan una lengua franca. En nuestro caso hemos promovido el intercambio entre estudiantes universitarios italianos que estudian español y estudiantes de otras universidades europeas que también estudian español, adoptando como lengua franca la lengua meta de ambos grupos. El objetivo de estos encuentros ha sido fundamentalmente el desarrollo de la destreza oral, la práctica de la interacción y, con la ayuda de grabaciones, la sucesiva reflexión sobre la práctica efectuada.
- Jugando se entiende la gente. Una propuesta didáctica para la inclusión de las unidades fraseológicas en el aula de E/LE(2015) Merino González, AliciaThe teaching of phraseological units in the classroom of S/FL is controversial, therefore, this article presents an activity that allows students to participate in learning these units. It wants to introduce and reinforce phraseologism through an adapted game called TriviELE. There are four categories in which the students have to make associations and have to stage dialogues where the phraseologism or its paraphrase appears. Specifically, there are locutions with somatism or with animal?s names included in an activity that is aimed at B2, with the goal that the students practise in classroom the colloquial conversation and the use of the phraseological units in this. In this way, by the acquisition of this units the students archieve fluency and clearly in their communication. Key words: Spanish forain language, phraseology, phraseological unit, game, Trivial
- Apps reutilizables que pueden salvarte la vida (o las clases de E/LE)(2015) Morató Payá, AnaThis article suggest to use, reuse and maximize applications for tablets and mobile devices in order to encourage and motivate both students and teachers and make their daily work easier. We intend to offer a workshop with the purpose of consolidation and revision the communication and linguistic contents studied in the E/LE class developing all the competencies of the language. Such as, listening, speaking, reading, writing, interaction and pronunciation in a comfortable and real environment. We want to stimulate a fun way of studying. This workshop is suitable for all levels of goals referred to the languages and the educational plan of the Instituto Cervantes. Key words: APPs, tablets, language learning, ICT, Spanish class.
- Español como Lengua Extranjera : La motivación de compartir lo propio(2015) Llorente Puerta, María JesúsThe personal situation of immigrant students clearly determines their attitude towards learning Spanish. In Accem-Asturias our experience in teaching Spanish as a Second Language (E/LE) lasts for more than twenty years. This paper describes activities from SE/LE classes in which students disclose aspects of their language, their culture or their place of origin to native people. We prepare a presentation in the classroom with the format and content that the student wishes and it is exhibited in different ad hoc organized activities in Cultural Centers, Schools, Local Association, etc. A variety of diverse kind and level activities aims at promoting motivation for learning Spanish through recognition of pupil?s cultural background. Key words: SE/LE, immigrant students, motivation, intercultural exchange.
- Didáctica de se en E/FE mediante actividades de «procesamiento de input»(2015) Guitart Escudero, María PilarThis lesson took place in a SSN course designed for a group of B1 level premed students from the University of Virginia. It consists of several «input processing» tasks which focus on «se» form; a pronoun which is as confusing for the average student as frequent in the field of Health («se toma la temperatura, se opera, se hace un esguince, se resfría», etc.) The aim is to engage students in a thought process on the «se» structure, its meanings and usage («se active agent vs passive recipient» and «accident vs process») through several tasks of interpretation. Each is divided into four sections of fifteen minutes. Not only does the lesson have a high degree of personalization, but it also encompasses linguistic (speaking and writing) and transversal competencies, (autonomy and cooperation) with primary focus on the cognitive ones (awareness and processing). Key words: awareness, input processing, form and meaning, «se».
- La corrección de la pronunciación de los estudiantes sinohablantes en el aula de E/LE(2015) Igarreta Fernández, AlbaEste trabajo de fonética aplicada surgió a raíz de la observación de una serie de problemas de carácter estrictamente lingüístico que presentan los estudiantes sinohablantes en las actuales aulas de español. El objetivo del mismo era mostrar cómo se puede acercar la pronunciación de los estudiantes cuya lengua materna es el chino a la de los hispanohablantes nativos. Para lograr dicho objetivo se realizaron unas grabaciones y el análisis de las mismas permitió realizar un diagnóstico de los problemas que presentaban las informantes, tras el cual se diseñó una secuencia didáctica basada en los principios del método verbo-tonal. Ésta estaba formada por ejercicios de discriminación auditiva y de repetición. Los resultados de esta experiencia mostraron que la secuencia didáctica basada en los principios del método verbo-tonal contribuyó a mejorar la pronunciación de los informantes y lograr los objetivos establecidos al comienzo de la investigación.
