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Disrupción e innovación en la educación lingüística y literaria: casos y prospectiva

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Ponencia de clausura del XVIII Congreso Internacional de la Sociedad de Didáctica de la Lengua y la Literatura, celebrado en la Facultad de Educación de Ciudad Real (Universidad de Castilla-La Mancha) el día 1 de diciembre de 2017

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Disrupción e innovación en la educación lingüística y literaria: casos y prospectiva

  1. 1. 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 https://unsplash.com/photos/fmTde1Fe23A
  2. 2. https://unsplash.com/photos/p2OQW69vXP4
  3. 3. https://unsplash.com/photos/17LdmGBumn0
  4. 4. Hablaremos de Economía. https://unsplash.com/photos/pElSkGRA2NU
  5. 5. https://unsplash.com/photos/LIxA2M5CQfk
  6. 6. Hablaremos de política. https://unsplash.com/photos/AX6mFEv6mpY
  7. 7. https://unsplash.com/photos/bEbqpPeHEM4 ¡Política no, por favor, política NO!
  8. 8. Hablaremos de Tecnología. https://unsplash.com/photos/w7ZyuGYNpRQ
  9. 9. Hablaremos de compromiso. https://unsplash.com/photos/jEEYZsaxbH4
  10. 10. Y también de Educación Lingüística y Literaria, claro. https://unsplash.com/photos/jIawzYmWUuI
  11. 11. https://unsplash.com/photos/Ly5TDhCD_DE
  12. 12. Las bases de nuestra área de conocimiento https://unsplash.com/photos/-ILZVY1vG_k
  13. 13. El dominio de la L1 es fundamental para el desarrollo integral de la persona. https://unsplash.com/photos/8MMtYM_3xMY
  14. 14. 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 https://unsplash.com/photos/8MMtYM_3xMY https://unsplash.com/photos/8MMtYM_3xMY
  15. 15. La competencia plurilingüe es la marca de la ciudadanía moderna. https://unsplash.com/photos/bwtgal6MJLM
  16. 16. 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 https://unsplash.com/photos/bwtgal6MJLM
  17. 17. 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. https://unsplash.com/photos/KGiK9yOfRn0
  18. 18. Nadie discute la validez de ninguna de estas afirmaciones. Ni su importancia. https://unsplash.com/photos/geM5lzDj4Iw
  19. 19. Pero más allá de estas tres afirmaciones, ¿qué nos define hoy? https://unsplash.com/photos/IM0GHpsjJic
  20. 20. Tomemos como referencia las publicaciones desde 2010 de “Annual Review of Applied Linguistics”
  21. 21. 2016: Aprendizaje basado en Tareas https://unsplash.com/photos/aQfhbxailCs
  22. 22. “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.” https://unsplash.com/photos/tysecUm5HJA Michael Long. 2016. “In Defense of Tasks and TBLT: Nonissues and Real Issues”. Annual Review of Applied Linguistics, 36, pg. 6
  23. 23. 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. https://unsplash.com/photos/u3ajSXhZM_U
  24. 24. “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. https://unsplash.com/photos/vEE00Hx5d0Q
  25. 25. 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 https://unsplash.com/photos/kX9lb7LUDWc
  26. 26. “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 https://unsplash.com/photos/skF1azpN4rk
  27. 27. 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.) https://unsplash.com/photos/atSaEOeE8Nk
  28. 28. 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.
  29. 29. “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. https://unsplash.com/photos/M9jrKDXOQoU
  30. 30. 2015: Identidad https://unsplash.com/photos/7Z03R1wOdmI
  31. 31. “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. https://unsplash.com/photos/y88uVd4tcNo
  32. 32. “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. https://unsplash.com/photos/rSRWst-IGlA
  33. 33. 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. https://unsplash.com/photos/Qdfk6RJyZr4
  34. 34. “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. https://unsplash.com/photos/wxruheY5nG8
  35. 35. “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. https://unsplash.com/photos/iSi02D_Qx_w
  36. 36. 2014: Métodos de investigación https://unsplash.com/photos/69BTCuFDuDA
  37. 37. Estudio de caso Análisis conversacional Análisis crítico del discurso Investigación electrofisiológica Investigación a través de resonancia magnética Investigación narrativa Métodos mixtosInvestigación a través de ecuaciones estructurales Enfoques cuantitativos https://unsplash.com/photos/7JX0-bfiuxQ
  38. 38. “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. https://unsplash.com/photos/s0hA1bPtvII
  39. 39. “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. https://unsplash.com/photos/PypjzKTUqLo
  40. 40. 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. https://unsplash.com/photos/6RMFM8uv3eY
  41. 41. 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. https://unsplash.com/photos/XN4T2PVUUgk
  42. 42. “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. https://unsplash.com/photos/fPxOowbR6ls
  43. 43. 2013: Multilingüismo https://unsplash.com/photos/LR1uwve-Zac
  44. 44. “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. https://unsplash.com/photos/b5S4FrJb7yQ
  45. 45. 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.
  46. 46. “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. https://unsplash.com/photos/6Aj3eKsng8c
  47. 47. “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.
  48. 48. 2012: Enseñanza explícita y lenguaje formulaico https://unsplash.com/photos/betmVWGYcLY
  49. 49. 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. https://unsplash.com/photos/ipxnkyzX13U
  50. 50. “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. https://unsplash.com/photos/mqc_ocLIUYw
  51. 51. ¿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. https://unsplash.com/photos/Olki5QpHxts
  52. 52. “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. https://unsplash.com/photos/sQ6t5v95npU
  53. 53. “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. https://unsplash.com/photos/A-tHpo6p9f8
  54. 54. “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. https://unsplash.com/photos/vR6VI17Jd5M
  55. 55. 2011: Pedagogía de la L2 https://unsplash.com/photos/vnpTRdmtQ30
  56. 56. https://unsplash.com/photos/h9gaTYBxEwA 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
  57. 57. “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. https://unsplash.com/photos/C1ynRUwNF6Q
  58. 58. “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. https://unsplash.com/photos/YcKCJaXL77k
  59. 59. “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. https://unsplash.com/photos/rf6ywHVkrlY
  60. 60. “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. https://unsplash.com/photos/zFnk_bTLApo
  61. 61. “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. https://unsplash.com/photos/xqjMjaGGhmw
  62. 62. “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. https://unsplash.com/photos/0G8M3LVT5Ds
  63. 63. 2010: Heritage languages https://unsplash.com/photos/4QHuEm7ls_U
  64. 64. “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. https://unsplash.com/photos/EWDvHNNfUmQ
  65. 65. “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. https://unsplash.com/photos/jin4W1HqgL4
  66. 66. https://unsplash.com/photos/7KLa-xLbSXA “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.
  67. 67. ¿Y antes de 2010? https://unsplash.com/photos/8xAA0f9yQnE
  68. 68. https://unsplash.com/photos/vpR0oc4X8Mk 2009: Evaluación
  69. 69. https://unsplash.com/photos/SZYreZsJ-fE 2008: Lengua y discapacidad
  70. 70. https://unsplash.com/photos/VK284NKoAVU 2007: Tecnología
  71. 71. https://unsplash.com/photos/OdjhBf4Ar4I 2006: Lenguas francas
  72. 72. https://unsplash.com/photos/lUaaKCUANVI ¿Qué nos dicen estas publicaciones?
  73. 73. 1. Trabajamos en el continuo global-social-local-institucional-individual https://unsplash.com/photos/1UxXuT0Ml_E
  74. 74. 2. Trabajamos sobre y con la identidad social y personal https://unsplash.com/photos/SfjmMT4rb7Y
  75. 75. 3. Trabajamos por la revisión crítica de una diversidad de propuestas didácticas en una gran variedad de contextos. https://unsplash.com/photos/-KKLWDAgj2Q
  76. 76. 4. Trabajamos con una variedad de herramientas de investigación (pero en renovación y crecimiento) https://unsplash.com/photos/3y1zF4hIPCg
  77. 77. https://unsplash.com/photos/S4jSvcHYcOs 5. Trabajamos con y en torno a la tecnología.
  78. 78. 6. Trabajamos entre la ciencia y la incertidumbre. https://unsplash.com/photos/G2ifDHnHZ6Y
  79. 79. https://unsplash.com/photos/rk_Zz3b7G2Y 7. Trabajamos por un futuro plurilingüe e intercultural en sociedades más justas y felices.
  80. 80. https://unsplash.com/photos/-rapubsK714 8. Trabajamos por la mejora del sistema y el bienestar de los individuos.
  81. 81. 9. Trabajamos para la innovación social. https://unsplash.com/photos/2zLEAIZi92M
  82. 82. 10. Trabajamos para la disrupción. https://unsplash.com/photos/IgA-z5dRIoo
  83. 83. “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. https://unsplash.com/photos/P6NhhvGIL9k
  84. 84. A nosotros nos corresponde ser la punta de lanza de esa batalla. https://unsplash.com/photos/cw2ai6A_eeM
  85. 85. http://www.shutterstock.com/pic-435498151/stock-photo-gracias-which-means-thank-you-in-spanish-written-with-colorful-letters-on-rustic-wooden-surface.html
  86. 86. fernando trujillo ftsaez@ugr.es @ftsaez http://fernandotrujillo.es

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