El paisaje lingüístico de la ciudad de Bogotá como recurso pedagógico en la clase de ELE
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Maldonado Sandoval, Ángela Milena
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Ochoa Sierra, Ligia
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EspañolFecha de publicación
2020-03-28
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En la actualidad, al caminar por las calles de la mayoría de las ciudades del mundo es imposible no ser exhortado por una gran cantidad de textos expuestos en sus muros. En efecto, la publicidad, las pancartas, los grafitis y las señales de tránsito interceptan la mirada del transeúnte e intentan establecer una comunicación con él a través del lenguaje escrito, visual, sonoro e incluso gestual. Todos estos textos multimodales pueden integrarse bajo el nombre de Paisaje Lingüístico, un fenómeno que ha sido altamente estudiado durante las últimas dos décadas desde el multilingüismo y el contacto de lenguas. Sin embargo, pocas son las investigaciones que han indagado sobre los textos de la ciudad y su posible potencial pedagógico, más específicamente, desde la perspectiva de la enseñanza de lenguas en contextos latinoamericanos hispanohablantes. Por esta razón y bajo la concepción del Paisaje Lingüístico como acto comunicativo y un recurso pedagógico, se diseñó una implementación pedagógica con diferentes actividades basadas en los textos de la ciudad con el objetivo de desarrollar la competencia lingüística e intercultural de aprendices de Español como Lengua Extranjera (ELE) inmersos en el contexto bogotano.
Los datos cualitativos y cuantitativos obtenidos permitieron concluir que el Paisaje Lingüístico bogotano es un input ideal para abordar temas culturales en el aula ya que son textos ricos en referencias socioculturales y ejemplos de la lengua auténtica hablada por los bogotanos. Este proyecto pretendió contribuir a la creación de material didáctico para la enseñanza de ELE basado en la ciudad de Bogotá y a la promoción del nuevo campo de estudio que explora la intersección entre el Paisaje Lingüístico y la educación en el aula de lengua extranjera.
Currently, when walking through the streets of the world’s largest cities, it is impossible not to be stunned by the great quantity of texts that appear on walls. Indeed, advertisement, posters, graffiti and traffic signs catch pedestrian’s attention so to establish communication through written, visual, auditory and even gesture languages. All these multimodal texts make part of what is commonly called Linguistic Landscape (LL). This phenomenon has been highly researched during the last two decades under the multilingualism and language contact approaches. However, little has been studied and researched about cities’ street texts and their potential to be used as pedagogical material for Language Teaching in Spanish speaking Latin American countries. For this reason, based on the premise that the LL phenomenon is a communicative act and can be used as a pedagogic resource, a pedagogic implementation model was designed including a wide variety of activities that used city’s street texts. The purpose of these activities is to develop the linguistic and intercultural competence in Students of Spanish as a Foreign Language (SFL) that are currently immersed in Bogota’s context. Quantitative and qualitative data results allowed to conclude that Bogota’s LL is an ideal pedagogical input to address cultural issues in class, as it is rich in sociocultural references and Bogota’s authentic language examples. This project seeks to contribute to the creation of SFL’s didactic material grounded in Bogota; while it also seeks to promote a new research field grounded in the relation between Linguistic Landscape and Foreign Language Education.
Currently, when walking through the streets of the world’s largest cities, it is impossible not to be stunned by the great quantity of texts that appear on walls. Indeed, advertisement, posters, graffiti and traffic signs catch pedestrian’s attention so to establish communication through written, visual, auditory and even gesture languages. All these multimodal texts make part of what is commonly called Linguistic Landscape (LL). This phenomenon has been highly researched during the last two decades under the multilingualism and language contact approaches. However, little has been studied and researched about cities’ street texts and their potential to be used as pedagogical material for Language Teaching in Spanish speaking Latin American countries. For this reason, based on the premise that the LL phenomenon is a communicative act and can be used as a pedagogic resource, a pedagogic implementation model was designed including a wide variety of activities that used city’s street texts. The purpose of these activities is to develop the linguistic and intercultural competence in Students of Spanish as a Foreign Language (SFL) that are currently immersed in Bogota’s context. Quantitative and qualitative data results allowed to conclude that Bogota’s LL is an ideal pedagogical input to address cultural issues in class, as it is rich in sociocultural references and Bogota’s authentic language examples. This project seeks to contribute to the creation of SFL’s didactic material grounded in Bogota; while it also seeks to promote a new research field grounded in the relation between Linguistic Landscape and Foreign Language Education.
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Maldonado, Á., 2020. El Paisaje Lingüístico De La Ciudad De Bogotá Como Recurso Pedagógico En La Clase De ELE. Maestría. Universidad Nacional de Colombia.