disrupción e innovación en la educación lingüística y literaria: casos y prospectiva
TRANSCRIPT
Disrupción e innovación en Educación Lingüística y Literaria:
casos y prospectiva
Fernando Trujillo Sáez Facultad de Educación, Economía y
Tecnología de Ceuta Universidad de Granada
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Hablaremos de Economía.
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Hablaremos de política.
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¡Política no, por favor, política
NO!
Hablaremos de Tecnología.
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Hablaremos de compromiso.
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Y también de Educación Lingüística y Literaria,
claro.
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Las bases de nuestra área de conocimiento
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El dominio de la L1 es fundamental para el desarrollo integral de la persona.
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Desarrollo de la oralidad Importancia de la escritura académica y creativa
Mantener impulso lector, incluso más allá del Bachillerato Redefinición de la atención a la forma (awareness & monitoring)
Proyecto Lingüístico de Centro en enseñanza obligatoria, FP y universidad La competencia en L1 como responsabilidad social: importancia de las bibliotecas
y proyectos lingüísticos en la ciudad educadora
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La competencia plurilingüe es la marca de
la ciudadanía moderna.
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Enseñanza de lenguas extranjeras efectiva (explícito/implícito) Testing como estrategia de mejora
Impulso crítico a la Educación Bilingüe: Bilingüismo y Escuela Inclusiva CIL y AICLE como proyecto de centro
Edad, AICLE y otras alternativas: ¿Science en primer ciclo de Educación Primaria?
Análisis de la incidencia de los programas educativos europeos: Erasmus y eTwinning
Tecnología para el desarrollo de la competencia: fanfiction, radios escolares y booktubers
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La competencia literaria, tanto en su faceta
receptiva como productiva, nos vincula con el capital cultural y
con ejemplos de excelencia en la
competencia lingüística.
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Nadie discute la validez de
ninguna de estas afirmaciones.
Ni su importancia.
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Pero más allá de estas tres afirmaciones, ¿qué nos define hoy?
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Tomemos como referencia las publicaciones desde 2010 de
“Annual Review of Applied
Linguistics”
2016: Aprendizaje basado en
Tareas
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“Tasks … are the real-world communicative uses to which learners will
put the L2 beyond the classroom —the things they will do in and through
the L2.”
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Michael Long. 2016. “In Defense of Tasks and TBLT: Nonissues and Real Issues”.
Annual Review of Applied Linguistics, 36, pg. 6
El aprendizaje basado en tareas puede provocar engagement de carácter cognitivo, social,
afectivo y comportamental.
Jenefer Philp & Susan Duchesne. 2016. “Exploring Engagement in Tasks in the Language Classroom”. Annual Review of Applied Linguistics, 36, pg. 50-72.
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“Research has demonstrated unique advantages and affordances for various types of technology in task-based environments, as well as provided evidence for the use of TBLT as a framework for implementing technology in the language learning classroom.”
Nicole Ziegler. 2016. “Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production”. Annual Review of Applied Linguistics, 36, pg. 138.
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Desde su aparición a principios de los 80, “tasks and TBLT have been subjected to a number
of critiques—some rational, some less so.”
Michael Long. 2016. “In Defense of Tasks and TBLT: Nonissues and Real Issues”. Annual Review of Applied Linguistics, 36, pg. 8
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“TBLT is still a relatively recent innovation—one whose adoption requires expertise on the part of course
designers and classroom teachers, and a considerable investment of time and effort if it is to be successful.”
Michael Long. 2016. “In Defense of Tasks and TBLT: Nonissues and Real Issues”. Annual Review of Applied Linguistics, 36, pg. 28
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Entre otras cosas, la enseñanza basada en tareas (y en proyectos) requiere un re-entrenamiento del profesorado y de la institución educativa (organización, horarios, materiales, etc.)
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En un enfoque basado en tareas, el docente es •mediador del aprendizaje •agente de cambio • investigador de su propia práctica y su eficacia. Kris Van Den Branden. 2016. “The Role of Teachers in Task-Based Language Education”. Annual Review of Applied Linguistics, 36, pg. 164-181.
“Teachers bring TBLT to life… Therefore, in research on task-based learning, teachers should receive much more attention.”
Kris Van Den Branden. 2016. “The Role of Teachers in Task-Based Language Education”. Annual Review of Applied Linguistics, 36, pg. 179.
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2015: Identidad
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“Education is a process of “people shaping” designed to extend and perhaps in some ways modify learners’ identity
while exploiting and developing their agency.” David Little & Gudrun Erickson. 2015. “Learner Identity, Learner Agency, and the
Assessment of Language Proficiency: Some Reflections Prompted by the Common European Framework of Reference for Languages”. Annual Review of Applied Linguistics, 35, pg. 121.
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“In applied linguistics…there has been a degree of social class denial, although this has been more by default and not with explicit
arguments that class is no longer relevant. What there has been, to be more precise, is social class erasure…”
David Block. 2015. “Social Class in Applied Linguistics”. Annual Review of Applied Linguistics, 35, pg. 2.
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DIMENSIONES DE LA CLASE SOCIAL
PROPIEDAD - RIQUEZA - OCUPACIÓN - LUGAR DE RESIDENCIA -
NIVEL EDUCATIVO - CAPITAL SOCIAL - PATRONES DE CONSUMO -
COMPORTAMIENTO SIMBÓLICO - RELACIONES ESPACIALES -
MOVILIDAD - OPORTUNIDADES DE VIDA
David Block. 2015. “Social Class in Applied Linguistics”. Annual Review of Applied
Linguistics, 35, pg. 2.
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“While individuals and collectives have tended to be documented in terms of race, ethnicity, gender, nationality, and so on, they have not generally been situated in terms of their material lives in increasingly unequal societies.”
David Block. 2015. “Social Class in Applied Linguistics”. Annual Review of Applied Linguistics, 35, pg. 2.
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“Translanguaging refers to the flexible use of linguistic resources by bilinguals as they make sense of their worlds (and) as pedagogy (that) has the potential to liberate the voices of
language-minoritized students.”
Angela Creese & Adrian Blackledge. 2015. “Translanguaging and Identity in Educational
Settings”. Annual Review of Applied Linguistics, 35, pg. 26.
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2014: Métodos de investigación
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Estudio de casoAnálisis
conversacionalAnálisis crítico del
discurso
Investigación electrofisiológica
Investigación a través de resonancia magnética
Investigación narrativa
Métodos mixtosInvestigación a través de ecuaciones estructurales
Enfoques cuantitativos
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“The significance of narrative studies is often more that they
lead us to look at issues in different ways or open up new
avenues of inquiry.” Phil Benson. 2014. “Narrative Inquiry in Applied Linguistics Research”. Annual
Review of Applied Linguistics, 34, pg. 164.
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“Because L2 learning takes a long time, we need to study it over time in order to understand it… Many questions concerning L2 learning require a longitudinal approach.” Khaled Barkaoui. 2014. “Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research”. Annual Review of Applied Linguistics, 34, pg. 65.
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Los estudios longitudinales se definen por dos factores fundamentales: “the presence of multiwave
data collection (and) the conceptual focus on capturing change by design”
Khaled Barkaoui. 2014. “Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research”. Annual Review of Applied Linguistics, 34, pg. 66.
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Siempre debemos recordar que “no statistical technique or model can determine change and causal relationships apart from strong theory, solid research design, and valid measures of outcome variables.” Khaled Barkaoui. 2014. “Quantitative Approaches for Analyzing Longitudinal Data in Second Language Research”. Annual Review of Applied Linguistics, 34, pg. 91.
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“The complex nature of a social world is best understood from multiple perspectives and multiple methodological lenses each offering
partial, yet valuable, insights.”
E. E. Jang, M. Wagner & G. Park. 2014. “Mixed Methods Research in Language Testing and Assessment”. Annual
Review of Applied Linguistics, 34, pg. 128.
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2013: Multilingüismo
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“Nowadays, multilingualism is a very common phenomenon all over the world. This is to be
expected, considering that there are almost 7,000
languages in the world and about 200 independent
countries.” Jason Cenoz. 2013.
“Defining Multilingualism”. Annual Review of
Applied Linguistics, 33, pg. 3.
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Efectos del multilingüismo en la cognición Relación entre lenguaje y pensamiento en multilingües
Procesamiento multilingüe del lenguaje El cerebro multilingüe
Interación interlingüística Uso de la lengua por individuos multilingües
Multilingüismo como constructor social Identidades multilingües Prácticas multilingües
Multilingüismo, multimodalidad y tecnología Jason Cenoz. 2013. “Defining Multilingualism”. Annual Review of Applied Linguistics, 33, pg. 3.
“The linguistic landscape refers to any display of visible (written) language. The signs are part of the textual decor that surrounds us every day, as we walk, ride, or drive through urban environments.”
Durk Gorter. 2013. “Linguistic Landscapes in a Multilingual World”. Annual Review of Applied Linguistics, 33, pg. 190.
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“The results of linguistic landscape research offer fresh perspectives on issues such as urban multilingualism, globalization, minority languages, and language policy.” Durk Gorter. 2013. “Linguistic Landscapes in a Multilingual World”. Annual Review of Applied Linguistics, 33, pg. 205.
2012: Enseñanza explícita y lenguaje formulaico
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Desde Pawley y Syder (1983)
“a key aspect of native-like linguistic knowledge is the
mastery of many multiword sentences and
partly lexicalized sentence stems, easily selected and
easily chained to create fluent idiomatic output.”
Alison Wray. 2012. “What do we (think we) know about formulaic language? An Evaluation of the Current State of Play”.
Annual Review of Applied Linguistics, 32, pg. 231.
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“There has long been an interest in formulaic language across a number of different domains of enquiry, including psycholinguistics, discourse analysis, phraseology, historical linguistics, corpus linguistics, grammar, first language (L1) acquisition, second language (L2) acquisition, clinical linguistics, computational linguistics, and others.” Alison Wray. 2012. “What do we (think we) know about formulaic language? An Evaluation of the Current State of Play”. Annual Review of Applied Linguistics, 32, pg. 232.
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¿Cómo se pueden categorizar los patrones de las secuencias formulaicas (SF)?
¿Qué saben los hablantes de una L1 sobre las SF y cómo lo sabe? ¿Cómo se procesan las SF?
¿Qué efecto tienen las SF en la forma (“shape”) de la lengua? ¿Qué impacto tienen las SF en el aprendizaje
de lenguas adicionales? ¿Qué efecto tienen las SF en nuestra interacción?
Alison Wray. 2012. “What do we (think we) know about formulaic language? An Evaluation of the Current State of Play”. Annual Review of Applied Linguistics, 32, pg. 232-237.
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“Formulaic speech is a core component of language acquisition… Children’s direct reuse of the speech of others is the very basis of their generalizations.”
Colin Bannard & Elena Lieven. 2012. “Formulaic Language in L1 Acquisition”. Annual Review of Applied Linguistics, 32, pg. 14.
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“If teaching is meant to help learners
improve their proficiency levels, it
should then—at least in part— be devoted to improving learners’
knowledge and use of formulas.”
Fanny Meunier. 2012. “Formulaic Language and Language
Teaching”. Annual Review of Applied Linguistics, 32, pg. 112.
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“Digital tools, corpora, and natural-language processing techniques not only offer great potential
for extracting the formulaicity of language, but also—and perhaps more importantly—now make the world of formulaicity accessible to learners and teachers.”
Fanny Meunier. 2012. “Formulaic Language and Language Teaching”. Annual Review of Applied Linguistics, 32, pg. 122.
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2011: Pedagogía
de la L2
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Enseñanza temprana
AL en contextos laborales
AL en visitas temporales al extranjero
Enseñanza de lengua y literatura
AICLE
Enseñanza de lengua de signos
Enseñanza on-line
AL en contextos académicos
Alfabetización digital
Enseñanza de adultos
“The state of the art of early language learning is definitely a colorful tapestry. As more and more
learners start learning FLs at an earlier age in different educational contexts and under so many varying
conditions, many of the issues identified in previous studies are still on the agenda, but new ones have also
surfaced.”
Marianne Nikolov and Jelena Mihaljevic ́ Djigunovic ́ . 2011. “All Shades of Every Color: An Overview of Early Teaching and Learning of Foreign Languages”.
Annual Review of Applied Linguistics, 31, pg. 112.
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“The research on literature in language courses and language in literature courses demonstrates a move
toward multimodal language development, interpretative interaction with texts, and the integration of language and
literature at all levels.” Kate Paesani. 2011. “Research in Language-Literature Instruction: Meeting the Call
for Change?”. Annual Review of Applied Linguistics, 31, pg. 173.
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“If indeed study abroad holds the potential to enhance students’ language ability in every domain examined thus far, this enhancement requires effort and engagement on the part of all concerned, including students, teachers, host families, and program administrators.” Celeste Kinginger. 2011. “Enhancing Language Learning in Study Abroad”. Annual Review of Applied Linguistics, 31, pg. 58.
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“There are few journal articles that can be found concerning ASL pedagogy,
models and theories of second language acquisition (SLA) and language teaching have primarily focused on the
teaching of spoken and written languages, and SLA- focused conferences have
mostly not included representation of the teaching
of ASL or other sign languages.”
David Quinto-Pozos. 2011. “Teaching American Sign Language to Hearing Adult
Learners”. Annual Review of Applied Linguistics, 31, pg. 138.
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“ASL instruction can learn a great deal from what has been done in the field of SLA, and instructors and researchers of
spoken language could also benefit from understanding how visual-gestural language is most effectively taught.”
David Quinto-Pozos. 2011. “Teaching American Sign Language to Hearing Adult Learners”. Annual Review of Applied Linguistics, 31, pg. 153.
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“Research into workplace discourse is increasingly focused on the workplace as a holistic communicative environment and on the communicative ideology of the workplace, rather than on needs analysis and course
evaluations as in earlier studies.” Jonathan Newton and Ewa Kusmierczyk. 2011. “Teaching Second Languages or the
Workplace”. Annual Review of Applied Linguistics, 31, pg. 76.
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2010: Heritage languages
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“We encounter a formidable list of terms often positioned as synonymous with heritage: aboriginal, ancestral, autochthonous, (ex-)colonial, community,
critical, diasporic, endoglossic, ethnic, foreign, geopolitical, home, immigrant, indigenous, language other than English, local, migrant, minority, mother
tongue, refugee, regional, and strategic.” Jeffrey Bale. 2010. “International Comparative Perspectives on Heritage
Language Education Policy Research”. Annual Review of Applied Linguistics, 30, pg. 43.
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“Despite different language backgrounds, cultures, educational and social classes, and exposure to different varieties and registers of their home language, heritage speakers share a common characteristic: They have achieved partial command of the family language, short of the native speaker level of their parents and of peers raised in their home countries.”
Silvina Montrul. 2010. “Current Issues in Heritage Language Acquisition”. Annual Review of Applied Linguistics, 30, pg. 4.
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“There is growing interest in content-based
instruction for HL students, especially at the
postsecondary level. However, it is not clear how this approach can
actually be implemented in HL settings, or how
content-based instruction can help students advance
their Hl competence.” Kimi Kondo-Brown. 2010. “Curriculum
Development for Advancing Heritage Language Competence: Recent
Research, Current Practices, and a Future Agenda”. Annual Review of
Applied Linguistics, 30, pg. 34.
¿Y antes de 2010?
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2009: Evaluación
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2008: Lengua y discapacidad
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2007: Tecnología
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2006: Lenguas francas
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¿Qué nos dicen estas
publicaciones?
1. Trabajamos en el continuo global-social-local-institucional-individual
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2. Trabajamos sobre y con la
identidad social y personal
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3. Trabajamos por la revisión crítica de una diversidad de propuestas didácticas en una
gran variedad de contextos.
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4. Trabajamos con una variedad de herramientas de investigación
(pero en renovación y crecimiento)
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5. Trabajamos con y en torno
a la tecnología.
6. Trabajamos entre la ciencia y la incertidumbre.
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7. Trabajamos por un futuro plurilingüe e
intercultural en sociedades más justas y felices.
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8. Trabajamos por la mejora del sistema y el bienestar de los
individuos.
9. Trabajamos para la innovación social.
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10. Trabajamos para la disrupción.
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“Las humanidades no son un conjunto de disciplinas en extinción sino un campo de batalla donde se dirime el sentido y el valor de la experiencia humana.”
Marina Garcés (2017). Nueva Ilustración Radical. Barcelona: Anagrama.
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A nosotros nos corresponde ser la punta de lanza de esa batalla.
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