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Language Foro de profesores de E/LE. 2014. Número 10
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- ¡Vamos al cine! Integrar la web 2.0 en el aula a través de una tarea digital colaborativa(2014) Sedano Cuevas, BeatrizThis article presents a practical experience based on a digital communication task using a cinema social network. The teaching of Spanish as a foreign language has, for a long time, based itself on learning by tasks where the activities go beyond being linguistic. Aiming for a learning of language that is both social and cultural, orientated to a more realistic communicative situation. The autonomy of the learner, learning through discovery or cooperation has become an essential concept in the world of Spanish as a Foreign Language. Why not apply these concepts to the use of modern technology which is built into the day to day lives of our students? Why not use social networks to lead to a way of learning that is extremely helpful and social, which goes beyond the relationships and situations of the classroom, towards a true social conversation?
- La evaluación de la competencia pragmática en el nivel B2 del Instituto Cervantes(2014) Tordera Yllescas, Juan CarlosThe aim of the present contribution is to discuss how pragmatic competence is assessed by the Instituto Cervantes in the level B2 of the CEFR. To do so, a definition of pragmatic competence will be provided. Once defined, one question will be posited: what is purpose of assessing pragmatic competence, an aspect whose evaluation has been neglected or even ignored so far? This theoretical reflection will conclude with a discussion on a) the adequacy of the aims established by the Plan Curricular del Instituto Cervantes to assess this competence, and b) the way these aims are reflected in the official language tests (DELE).
- La escritura colaborativa a través del relato digital en clase de E/LE(2014) Sevilla Pavón, AnaEl relato digital ofrece interesantes posibilidades en cuanto a la escritura colaborativa multimodal y a la autoría colectiva en tareas de expresión escrita, las cuales fueron exploradas en un curso online de formación para profesores de español de la red pública brasileña ofrecido a través de un convenio de cooperación internacional suscrito por dos grupos de investigación de España y Brasil. El trabajo final de los profesores que realizaron el curso consistió en la puesta en práctica de un proyecto de creación de un relato digital con sus respectivos alumnos de español. Durante las tres semanas de duración del proyecto se llevaron a cabo diferentes tareas que implicaban la escritura colaborativa y multimodal en español. De este modo, los participantes se convirtieron en autores colectivos de los diferentes productos resultantes de cada una de las etapas del proceso, poniendo en práctica su capacidad de reflexión y su creatividad.
- Los corpus discursivos orales como recurso didáctico: la oralidad a través del texto en contexto(2014) Secchi, DanielThe present paper focuses on the profitability of oral discursive corpora as didactic resource in B2 and C1 level Spanish courses. The use of these samples represents an important learning tool which will help Spanish-learning students to develop and improve their communication skills. Due to the use of oral discursive corpora in teaching Spanish is possible to provide real samples produced by natives in various contexts.
- Memoria de mamífero y mirada irónica: texto poético e imagen en clases de E/LE(2014) Ortega García, TomásThe objective of this paper is to develop Spanish skills through a number of activities related to literature, art and memory. Focuses include the nurturing and amplification of creative writing skills, use of effective grammar and familiarity and confidence with lexical speech. These will be applied to help students with the expression of personal opinion and the use of irony through activities utilizing poetry texts, maps, photographs and vignettes in Spanish class for foreign students. Focused on students with levels B1 and C1 in the MCER classification system.
- La imagen sonora y kinestésica del acento(2014) Ribera Ruiz de Vergara, Ana IsabelUna gran mayoría de estudiantes que acceden a la universidad para estudiar E/LE, después de haber estudiado la lengua española en la enseñanza secundaria, encuentran todavía dificultades de producción de sonidos cuando llevan a cabo una interacción con sus profesores o con interlocutores nativos.Una de las dificultades más frecuentes entre los estudiantes universitarios de E/LE recae en la percepción y en la pronunciación del acento prosódico y de la sílaba tónica.En esta experiencia práctica, llevada a cabo con nuestros alumnos universitarios de E/LE en las clases de Fonética Aplicada en la Universidad de Rouen (Francia), mostraremos una serie de actividades innovadoras para la enseñanza-aprendizaje de la pronunciación del acento prosódico y de la sílaba tónica.
- La ironía en el aula: pan comido. Una propuesta didáctica para trabajar la ironía por medio de unidades fraseológicas(2014) Puche Sánchez, Alicia; Sánchez Motos, Ana Belén; Cuenca Abela, Damián; Sánchez Sánchez, MarioThis educational proposal focuses on a specific linguistic phenomenon: the prototypical irony. The aim is to have students of Spanish as a foreign language or as a second language practice prototypical irony using a correct intonation, enabling them, at the same time, to activate the usage of phraseology units in colloquial Spanish. The activities are mostly structured around images and audiovisual material to make students aware of the usage of irony in Spanish. With this idea a series of phraseology units are laid out so that students are able to put irony into practice, as well as some linguistic elements of colloquial Spanish. In addition, development of all the skills gathered up in the Common European Framework of Reference for Languages: Learning, Teaching, Assessmentis favoured.
- No me cuentes cuentos(2014) Peris Reig, BlancaThe following practice experience consists on several activities related with the topic of the stories. Through this topic, the four language skills (speaking, writing, listening and reading) are practiced. This didactic sequence tries to work several linguistic contents like the Spanish past tenses contrast (specially pret. indefinido and pret. imperfecto) in narrative texts, as well as the physical description and the personality that appear in the narrative texts.
- Literatura comparada: El Surrealismo en la Literatura y otras semióticas en las clases de E/LE(2014) Peláez Malagón, José EnriqueThis article, from a comparative point of view, presents psychoanalysis as a common tool to different semiotics so that from this perspective we can deepen the discussion and analysis of the works studied in class culture or art in the field of E/LE.
- Todas las forma de la extranjeridad en Flores de otro mundo, de Icíar Bollaín (1999): un ejemplo de la utilización del cine en la enseñanza de cultura española a estudiantes extranjeros(2014) Peris Llorca, JesúsThe film Flores de otro mundo (Bollain Pérez-Mínguez, 1999) is not only an excellent film, but presents several possibilities for its use in teaching foreign students. It is structured around three themes that have in common the theme of foreignness. The women who came to the town of Santa Eulalia attracted by the party for singles are foreigners according to diverse criteria: imaginary, cultural and legal. They are all women who came to a town mostly inhabitated by men. Some of them, moreover, are in fact Latin American immigrants in old Castilla. All of them are, in one sense or another urban or urbanized people arriving to rural Spain. These three lines of meaning -the gender issue, the rural crisis and immigration- allow to present to the student an extensive problem, with many implications.
- Empezar a escribir microrrelatos en E/LE en cuatro pasos(2014) Kotwica, DorotaThis article describes a sequence of four writing activities designed for a classroom od Spanish as a Second Language at levels from B2 to C1 according to the Common European Framework of Reference for Languages. The final objective pursued in this sequence is that students start to write micro-stories in Spanish. To achieve this, the article presents activities ordered according to the degree of freedom given to students at the time of writing, from guided writing exercises to creative writing. The design of the sequence also encourages communication and interaction in the classroom.
- Cuaderno de acompañamiento para el alumno acogido al programa PASE: cómo integrar al alumnado extranjero en enseñanza secundaria(2014) Montañez Mesas, Marta Pilar; Trancón Lagunas, María MontserratThe presence of foreign students in Secondary Education has motivated the development of specific integration programs, such as the PASE program in Valencia. The purpose of our contribution is to present specific material for these students, as an activity book, to try to fill their linguistic and methodological lack in a Spanish language immersion situation. This is an additional material that integrates the contents of the secondary education level in which the student is enrolled and those of an A1-A2 Spanish level. This complementary activity book fits these students perfectly (newcomers from heterogeneous origins), promotes their organization and facilitates their language learning, records their progress and allows them to integrate into the system in a more effective way.
- ¿Qué pasa si me pica una araña radioactiva? Actividad sobre transformaciones con los verbos de cambio(2014) Jiménez Cruz, María; Montagud López, Elena; Moya Mansilla, MónicaThe objective of this practical exercise is to provide an amusing way to learn how to use verbs of change. First, students must describe in detail an image of a character (provided on cards with pictures of people or monsters on them). They then receive another card which describes a situation that causes their character to transform. Now the students must give another description of their character, paying particular attention to the transformations it has undergone.
- El WhatsApp como complemento de aprendizaje en la clase de E/LE(2014) Morató Payá, AnaEste artículo propone utilizar las posibilidades que ofrece la aplicación de mensajería WhatsApp para consolidar y revisar los contenidos comunicativos y lingüísticos estudiados en la clase de E/LE. Esta aplicación nos ofrece un contacto más personal y directo con los alumnos, permitiendo la interacción entre ellos y manteniendo un contacto permanente con la lengua fuera del aula. Trabajamos con dinámicas que están dirigidas a todos los niveles del Marco Común Europeo de Referencia para las lenguas y el Plan curricular del Instituto Cervantes y que nos permiten desarrollar todas las competencias de la lengua en un entorno real y familiar, de forma lúdica y motivadora.
- ComunicArte. Una propuesta para la enseñanza de contenido cultural en el aula de E/LE(2014) Jimeno Zuazu, Ana; Jiménez Berrio, FelipeIn the last few decades, the teaching of Spanish as a foreign or second language has been transformed by the new tendencies in Applied Linguistics and in the objectives people have when learning foreign languages. We present in these pages a proposal to teach both Spanish language (A2 level) and culture, concretely Spanish Art. We have designed these activities from an integrated approach, following the 4Cs Framework by Coyle (1999): content, communication, cognition and culture. At the same time that grammar issues and art contents are taught, we try with this proposal to develop the main competences (for instance, communicative and general competences) and the four skills: writing, reading, listening and speaking.
- Crear materiales a medida: una propuesta desde la escritura(2014) Martínez Casasa, MaríaThe aim of this article is to present how and why to use the compositions written by learners to design teaching materials in Spanish as a Foreign Language. In the first part of the article, I shall outline the cognitive principles involved in the process of writing which should be thus considered when designing materials. Second, I will provide four examples of activities designed with compositions written by German students in order to practice language skills (grammar and vocabulary). Finally, I will explore the possibilities of adapting written tasks to practice communicative and cultural skills.
- Hazte extranjero. Una propuesta didáctica(2014) Gascón Buj, MaríaThe lesson plan takes a piece of audiovisual material called Hazte Extranjero as the main focus of attention. The commercial is addressed to B2 students and it is supposed to last two sessions of 50 minutes. The integration of different skills is put into practice, enhancing the role of the spoken interaction and the audiovisual comprehension (global and selective). Also, the intercultural and communicative competence are developed and regarding the contents, the colloquial vocabulary, idioms and cultural referents appearing in the commercial are put into practice. The main objectives are: to promote creativity and the ability to reason in the student who will need to reflect on the different implications of the Spanish society and other nationalities, and to deduce the meaning of the new lexicon from the linguistic context.
- Los gestos españoles en la clase de E/LE. Propuesta didáctica BIEL(2014) Ferriol Cañero, Biel; Rodríguez Rodríguez, Francisco JavierIn Gestos españoles a student of Spanish learns to interpret and use the main gestures in a communicatory way that Spanish speakers make as part of our regular communication, while comparing the gestures to the ones in their own countries. The contents are basically cultural type, but also grammatical (past tenses), lexical (colloquial language) and functional (anecdotes), all accompanied by the playful component to which planned activities are provided. The main objective of the teaching unit is for students to learn the language of gestures in Spain as a form of nonverbal communication helping them to describe and express their feelings in a Spanish language learning process. The teaching unit is based on the levels A2-B1 (CEFR).
- El gato de Dalí. Escritura cooperativa con wiki(2014) Espinosa Arronte, IsabelCon esta propuesta didáctica se pretende estimular el desarrollo de la destreza escrita de los alumnos de E/LE (Español como Lengua Extranjera) y favorecer procesos de aprendizaje cooperativo. Para lograr estos objetivos generales se ha diseñado una secuencia de actividades orientada a la creación en equipo de un producto final: un artículo en una wiki con la biografía de un personaje ficticio (el gato de Dalí). Dentro del marco teórico del constructivismo y del conjunto metodológico del aprendizaje cooperativo, en esta comunicación se mostrara cómo la wiki se presenta como una herramienta tecnológica particularmente adecuada para la realización de tareas cooperativas y con ventajas específicas para el docente, como la posibilidad de observar el proceso de escritura (y no solo el resultado) y seguir de manera personalizada a los alumnos.
- Los españoles: ¿así somos o así nos ven? LARA(2014) García Ferrando, Lara; Rubio Navarro, María IsabelIn this task we will work Spanish stereotypes from a communicative point of view. Here, the use of ICTs is very important because we are going to use them at communicative competence as much as production of texts. In addition, real resources as personal experiences from foreign people living in Spain are integrated together in this task with jokes and humor. To manage the information, we will use mind maps, a resource which not only develop creativity but it is also very attractive for learners. With these activities we pretend not only develop communicative competence of learners, but also sociocultural and intercultural competence, as well as we will approach the learners to the Spanish cultural reality through stereotypes that will be refuted.
