Linguo Didáctica -- Vol. 03 (2024)

Permanent URI for this collectionhttps://hdl.handle.net/10272/23716

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Interactional linguistics and teaching Spanish as a foreign language: an empirical study in the classroom
(Universidad de Huelva, 2024) Carmona García, Juan Pablo
This article is based on the assumptions of interactional linguistics and combines elements of conversational analysis and applied discourse analysis in order to characterize communicative exchanges, as well as the strategies used in the negotiation of meanings and in the construction of the students’ interactional meaning level B1, according to the Common European Framework of Reference for Languages (CEFR), of Spanish for foreigners. The data used to prepare this work have been collected during the development of ethnographic field work (participant observation, self-observation, preparation of a field diary, monitoring of classes, review of department programming and the curriculum, analysis of class materials and others of the same level), carried out in a public education center in the city of Granada between January and June 2022. In total thirty-seven hours of class have been recorded and transcribed in audio format. The analysis of the data obtained is based on the concepts of interactional linguistics studies (Mondada, 2001; More and Nussbaum, 2013), discourse analysis (Gumperz, 1982; Calsamiglia and Tusón, 1999; Van Dijk, 2000; López, 2015) and conversation analysis (Sacks et al., 1974, 1977; Sacks, 1992; Tusón, 1997, 2002). The results extracted from this work help us to better understand the teaching-learning process in informal interactions in the Spanish classroom, as well as to guide our teaching activity to establish objectives, schedule activities, evaluate results and develop competence in a more detailed way oral communication of our students.
Spanish language teaching, functional diversity, and inclusion. A systematic review
(Universidad de Huelva, 2024) Mhanna, Eman; Mhanna, Malak
Concepts such as inclusion or functional diversity have emerged in a notable way in the various research studies approached from the perspective of compulsory education or other more canonical types of education, such as university education, for example. However, these approaches do not seem to acquire the same relevance in the specific field of foreign language teaching. In this way, we propose to find out the state of the art regarding the attention to functional diversity in the teaching of Spanish as a foreign language. To this end, we propose to carry out a systematic review of the main scientific databases, a task which we will undertake based on the guidelines of the PRISMA 2020 Declaration. One of the main difficulties of this study, even contemplated prior to carrying out the various consultations, is the probability of overlap between this object of study and other related ones, such as those related to childhood developmental problems or difficulties arising from bilingualism.
Communicative English Language Skills Improvement Programme (CELSIP) through Challenge-Based Learning: SDG 4 at stage
(Universidad de Huelva, 2024) Tudela Mahiques, Mónica; Alcantud Díaz, María
The unstoppable progress of technology combined with the circumstances caused by the past health crisis has led to new ways of learning and teaching EFL (English as a Foreign Language). This case study aims to create an adapted version of the already existing Communicative English Language Skills Improvement Programme (CELSIP) for Secondary Education and to implement it using a Challenge-Based approach to involve students more actively and to a greater extent in their learning process. This multimodal programme was designed to encourage autonomous learning by providing students with free tools to be more exposed to the target language and to improve students’ oral reception and production skills while responding to their personal needs and interests. For this study to be carried out, students worked autonomously during the challenge period, performed a challenge and reflected and self-assessed their learning progress through the tools provided to that end. The findings reported higher levels of motivation, better pronunciation in the target language (plurilingual competence) and new vocabulary acquisition.
Literary reading in Spanish as a foreign language (S/FL) classes in Brazil
(Universidad de Huelva, 2024) Moreira da Silva, Girlene
We understand that the literary text (LT) provides the student with a familiarity with the forms and uses of the language studied, in addition to the chance to acquire practical, functional, communicative, cultural, discursive and literary knowledge. With this, it can be a strong ally for the success of teaching and learning foreign languages, in order to develop the communicative and especially reading competence of language learners. In Brazil, it has already taken fifteen years of teaching, research, extension and practices for the inclusion of literature in Spanish language classes, considering the activities carried out in the Research Group LEER - Literature: Study, Teaching and (Re)reading of the world (Grupo de Pesquisa LEER - Literatura: Estudo, Ensino e (Re)leitura do mundo), at the Research Center of Teaching and Languages (Núcleo de Pesquisa em Ensino e Linguagens - NUPEL) and at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). This article presents data from a survey conducted with twenty-seven public school high school students in Brazil and a Spanish language teacher from these classes and aimed to investigate the perceptions of students after participation in a systematic work of literary reading practices in Spanish in Brazilian High School. The instruments that served as the basis for our reflections were: the class observation protocols carried out by the researcher, as well as the students’ responses to the evaluation questionnaire applied at the end of the school year. After carrying out our study, we noticed that the students began to have more confidence and feel more capable to understand and interpret texts in Spanish. We also point out that, for most of the participating students, the novel was the text chosen as the one they liked the most, followed by theater, poetry and short story, respectively.
Teaching Spanish to migrants in Spain: the teachers' perspective
(Universidad de Huelva, 2024) Morales Rodríguez, Elvira Margarita; Sosinski, Martin
The aim of this paper is to approach the reality of Spanish classrooms for migrants in Spain and to reflect on different aspects of this type of teaching from the teachers’ perspective. For this purpose, we have worked with a sample of 20 teachers of Spanish for migrants in several organizations located in different Spanish cities, who were interviewed between 2021 and 2022. The study is descriptive in nature with a qualitative data analysis and focuses on three dimensions: the students, the teachers and the teaching process. The results show that, in relation to migrant students, teachers consider their students to be vulnerable, but also indicate that they are more motivated by the need to know the language in order to find work and integrate into the host society. They also agree that a teacher with migrant students should be empathetic, patient, understanding, capable of mediating possible conflicts and interested in the social work involved in this type of work. As for the teaching process, the need to adapt materials and focus on a communicative approach that enables students to use the language in their daily lives was emphasized. The lack of autonomy of the students and the need to improve written comprehension and expression were highlighted as weaknesses. It should also be noted that this study is based on the teachers’ experience, so it would be advisable to expand it with future research that gathers new data, such as the students’ experience or the evolution of teaching in recent years.
The visibilisation of teaching and learning Spanish to SL in Nijar's settlements
(Universidad de Huelva, 2024) Pérez Gómez, Patricio; Asensio Pastor, Margarita Isabel
This paper is the result carried out as part of a final degree research focuses on Spanish teaching-learning as a second language (SL), specifically, in an almost unknow context of language learning such as the migrant settlements in the Region of Níjar (to the East of the Province of Almeria, Andalusia). The main characteristic of these settlements is that their population lives in a precarious and irregular situation of residence in Spain. Learning Spanish is a necessity for social integration, but above all, in order to be able to work and to be able to do so with better guarantees of security, salary, etc. On the other hand, it will allow them to regularise their residence status in this country. Therefore, based on this context, we present the results of this exploratory qualitative study to analyse, on the one hand, which entities are in charge of this type of teaching and, on the other, to find out about various aspects related to this complex teaching framework, such as the needs of these learners or the processes and resources used by teachers to teach Spanish as a SL, among other issues. For this purpose, we used participant observation, a survey and a semi-structured interview as research instruments. Among the findings, it is worth highlighting the diversity of the students, their resources (both in terms of time and the need to create flexible learning spaces, with materials adapted to their needs and possibilities and with teachers trained to deal with this type of teaching. Undoubtedly, this research provides information on a specific context which is very unknown in the academic field context yet unknown.

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