Search

Se presentan los estudios de trece investigadores e investigadoras, especialistas en enseñanza de lenguas, extranjeras o maternas, que ponen de manifiesto la necesidad de aportar nuevos enfoques en la enseñanza-aprendizaje que tengan en cuenta la diversidad lingüística y cultural. Las investigaciones ofrecen una amplia panorámica de dichos enfoques desde diferentes perspectivas de la didáctica de las lenguas: lengua hablada y discurso oral, lengua para fines profesionales, lengua para públicos específicos, enseñanza-aprendizaje de la gramática o enseñanza aprendizaje de la lengua con recursos digitales. Todas tienen en común el objetivo de desarrollar el potencial pedagógico del enfoque comunicativo en el contexto de las nuevas sociedades pluriculturales y multilingües. ESP

En este trabajo, a partir del análisis del concepto de alfabetización, se presentan brevemente cinco herramientas y metodologías para la adquisición de la lectoescritura por parte de inmigrantes adultos. La alfabetización es un proceso paulatino y los alumnos adultos que se alfabetizan en una nueva lengua tienen perfiles diversos, por lo tanto, es necesario proporcionarles apoyo específico, adaptado a sus necesidades. El método de palabra generadora y el Instructor Digital de Alfabetización se centran en la decodificación inicial de palabras. En cambio, el enfoque de experiencia lingüística y el proyecto de creación de libros de lectura Simple Stories son apropiados para mejorar la comprensión lectora. Por último, la Plataforma de Lenguas de Herencia aboga por el uso de la lengua materna de los alumnos., In this paper, based on the analysis of the concept of literacy, five tools and methodologies for the literacy acquisition by adult immigrants are briefly introduced. Literacy is a gradual process and adult learners who become literate in a new language have different profiles, so it is necessary to provide them with specific support, adapted to their needs. The Generative Word method and the Digital Literacy Instructor focus on the initial decoding of words. On the other hand, the Language Experience Approach and the Simply Stories project for book creation are appropriate for improving reading comprehension. Finally, the Heritage Language Hub promotes the use of the learner's mother tongue.

Tesis Univ. Granada. Departamento de Lengua Española. Leída el 3 de julio de 2006

Este artículo estudia el perfil de profesores de alumnos inmigrantes adultos con un bajo nivel de instrucción formal. Los datos fueron recogidos por medio de dos encuestas en línea cumplimentadas por profesores de España y de otros países, lo que ha permitido analizar las respuestas procedentes de España y compararlas con las de los docentes de otras zonas. Se constata una mayor voluntariedad y menor experiencia de los profesores españoles, así como una baja formación y cierto desconocimiento del nivel educativo del alumnado por parte de todos los encuestados.Como conclusión, se señala la necesidad de formar a los docentes., This paper examines the profile of teachers of adult immigrant learners with low level of formal instruction. The data was collected in two on-line surveys filled out by teachers from Spain and from other countries; the analysis was conducted on the Spanish answers, followed by comparison with those of teachers from the other countries. The results reveal that among the Spanish teachers there are more volunteers, and that they have less experience than the rest of the respondents. In general, all respondents have received few hours of training and proportion of those surveyed are unaware of their students’ educational level. At the end the author argues that there is a need for training for teachers who work with this cohort of adult learners.

Skilled and knowledgeable teachers are the key to student success. For practitioners working with adult immigrants with limited education and literacy in their home language, who are developing oral and literacy skills in the language of their new country, there is limited access to specialized training and professional development. The EU-Speak project is addressing this need. Here we report on the project, starting with the results of two international surveys of teachers and program managers that aimed to determine existing and desired knowledge, skills, and attitudes. The survey results and consultations with experts informed the content of six online modules in five languages for practitioners around the world. The modules focus on the educational needs of the learner population, bilingualism and multilingualism, language and literacy in their social contexts and from a psycholinguistic perspective, vocabulary learning, and acquisition of morphosyntax.

It is recognized that skilled and knowledgeable teachers are key to facilitating student learning and promoting their success. However, those who teach adult immigrants who have limited education and literacy in their native/home language and are learning the language of their new country as a second or additional language (LESLLA learners) typically have limited to no specific training or professional development that prepares them to work with this population. This article reports on the work of the EU-SPEAK 2 project, which conducted two surveys of teachers and program managers in European countries and North America, to determine the knowledge, skills, and attitudes that they believe they have and that they need. Results show that practitioners focus primarily on skills they need to teach effectively rather than on research and knowledge that undergird and support those skills. Skills that they indicated they need include: the ability to use specific teaching methods, conversational situations, materials, and instructional approaches to teach oral language skills and to guide learners in the process of developing reading and writing strategies that they can use independently in their daily lives. Desire for better understanding of the principles and the processes that underlie approaches/skills received lower scores.

El artículo presenta los resultados del análisis cuantitativo de las unidades fraseológicas empleadas por los inmigrantes marroquíes residentes en Granada y cuyas entrevistas forman parte del corpus ISPIE. Se examinan cuatro aspectos: la frecuencia de aparición de fraseologismos en general, la frecuencia de aparición de unidades diferentes, la frecuencia de aparición de tipos de expresiones pluriverbales y la aparición de unidades fraseológicas concretas. Los resultados se comparan con un análisis similar efectuado sobre una entrevista de un hablante nativo que forma parte del corpus PRESEEA- Granada. Como resultado, se pueden observar diferencias entre el hablante español y los informantes extranjeros, y, por otro lado, entre los hablantes marroquíes., An approach to the immigrants’ phraseology (comparison of ISPIE corpus and PRESEEA-Granada corpus). The paper presents the result of a quantitative analysis of the phraseological units used by the Moroccan immigrants from the Spanish city of Granada and whose interviews are part of the ISPIE corpus. Four aspects are examined: the general frequency of appearance, the frequency of appearance of different units, the frequency of appearance of different types of units and the frequency of specific unites. The results are compared with a similar analysis which has been carried out for one interview of a Spanish native speaker which is part of the corpus PRESEEA-Granada. Differences are observed between the native speaker and non native speakers, on one hand, and within the group of the non native speakers, on the other.

Universidad de Granada. Grado en Traducción e Interpretación

In this contribution, we present and discuss the perceptions on and beliefs about language and literacy acquisition of a small group of LESLLA learners in Tienen, a city located in the center of Flanders (Belgium). LESLLA learners often perform poorly in official language and literacy programs. Recent studies indicate that experiences of cultural dissonance may be at the root of the issue. In order to find out whether this assumption is true, we conducted in-depth interviews with nine low-educated migrant mothers during home visits. The analysis of the interviews led to an unexpected kaleidoscope of views on learning, second language learning and literacy. Based on our findings, we draw a few conclusions that may be relevant to LESLLA teachers.