Since 1997 we have been researching the acquisition of instrumentals, initially, compounds, then dor- derived nominals and finally, a comparison of both forms. Spanish-speaking children of ages between 2 and 8 were asked to produce the researched forms as names for non-existent instruments under varied experimental circumstances. Throughout 2004 a case study was carried out to record spontaneous productions of both verb-noun compounds and -dor instrumentals by three children of 2, 3 and 7 years of age. This paper presents the data-gathering procedures, the analysis of the results obtained in this case study and the interpretation of these spontaneous productions in the light of the results discussed in previous investigations.

]]> Zinkgräf, Magdalena]]> Rodríguez, Silvina Lizé]]> Congreso Nacional: el conocimiento como espacio de encuentro]]> Economía]]> Bertotto, Luna Rocio]]> Leiva Muccillo, Ana Lucía]]> Marcuzzi, Martín Alejandro]]> Von Kotsch, Agustín Máximo]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/961]]> English literature--20th century]]> Literatura Inglesa]]> Este trabajo en formato roadmap (hoja de ruta) fue realizado por un grupo de estudiantes de la materia Lengua Inglesa IV de la carrera de Profesorado de Inglés de la Facultad de Lenguas (Universidad Nacional del Comahue). Surge de una propuesta didáctica de lectura extensiva, análisis crítico y reflexivo de la autobiografía Strong Female Character (2023) de Fern Brady, quien revela lo que significa ser una mujer autista antes y después de un diagnóstico médico definitivo sobre su condición.

]]> Este trabajo en formato roadmap (hoja de ruta) fue realizado por un grupo de estudiantes de la materia Lengua Inglesa IV de la carrera de Profesorado de Inglés de la Facultad de Lenguas (Universidad Nacional del Comahue). Surge de una propuesta didáctica de lectura extensiva, análisis crítico y reflexivo de la autobiografía Strong Female Character (2023) de Fern Brady, quien revela lo que significa ser una mujer autista antes y después de un diagnóstico médico definitivo sobre su condición.

Strong Female Character

]]> Anriquez, Ailin]]> Delgado, Roxana]]> Muscio, Virginia]]> Poblete, Natali]]> https://www.canva.com/design/DAFtr6LmHSo/gRPQ3ywb3DrW2fRvlR7e7w/edit?fbclid=IwAR1I4zaG2ZBZy0Xj2-hmw2MBZUYbxIqzcFc0JBpj-M_CSdp1FNc9sAtM-AA]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/713]]> https://www.canva.com/design/DAFtr6LmHSo/gRPQ3ywb3DrW2fRvlR7e7w/edit?fbclid=IwAR1I4zaG2ZBZy0Xj2-hmw2MBZUYbxIqzcFc0JBpj-M_CSdp1FNc9sAtM-AA]]> Literatura del Caribe]]> Olivares, María Alejandra]]> Fernández Beschted, Mercedes]]> Fernández Rabanetti, Estefanía]]> Ferrero, Sabrina]]> Formiga, Paola]]> Montani, Andrea]]> Susana Lestani es Profesora de Francés (Instituto Superior Josefina Contte) y Magister en Psicología del Aprendizaje (Universidad Nacional del Comahue). Se desempeñó como Profesora (1993-2020) en la Facultad de Lenguas de la UNCo, en las cátedras de francés con Propósitos Específicos para distintas facultades de esta universidad. Participó en varios proyectos de investigación relacionados con la comprensión de textos en francés, el léxico académico, el discurso científico- académico oral y escrito.]]> Universidad Nacional del Comahue]]> Economía]]> Uribe Rodriguez, Agustina]]> Cayuman, Abi Laura]]> Bianchi, Lucio]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/951]]> Economía]]>
The results reveal a high level of concern about the environmental impact of plastics and a positive attitude toward adopting sustainable practices, although structural barriers—such as the lack of adequate infrastructure and the persistence of ingrained habits—remain. It is concluded that effectively reducing single-use plastics requires coordination among environmental education, institutional policies, and material resources that facilitate everyday sustainable actions.

This research contributes to the development of strategies applicable in university contexts seeking to advance toward an environmentally responsible culture and more sustainable resource management.]]>
The results reveal a high level of concern about the environmental impact of plastics and a positive attitude toward adopting sustainable practices, although structural barriers—such as the lack of adequate infrastructure and the persistence of ingrained habits—remain. It is concluded that effectively reducing single-use plastics requires coordination among environmental education, institutional policies, and material resources that facilitate everyday sustainable actions.

This research contributes to the development of strategies applicable in university contexts seeking to advance toward an environmentally responsible culture and more sustainable resource management.]]> Ledesma, Lucila Mailén]]> Tallarico, Carla Nahir]]> Socompi, Saul]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/953]]> Language and languages--Study and teaching]]> Enseñanza de idiomas]]> Este taller tiene una duración de seis horas y está dedicado a profesores de Español como Lengua Extranjera y alumnos avanzados de español. Se trabaja con dos disparadores audiovisuales a partir de los cuales se diseña material didáctico que fomente el desarrollo de las cuatro habilidades, con énfasis en la comprensión auditiva y la producción oral. Los materiales incluyen un capítulo de la serie televisiva En Terapia y un capítulo de un corto de temática local Los Peques, tercera temporada. Estas actividades están diseñadas para estudiantes de nivel intermedio.

]]> Este taller tiene una duración de seis horas y está dedicado a profesores de Español como Lengua Extranjera y alumnos avanzados de español. Se trabaja con dos disparadores audiovisuales a partir de los cuales se diseña material didáctico que fomente el desarrollo de las cuatro habilidades, con énfasis en la comprensión auditiva y la producción oral. Los materiales incluyen un capítulo de la serie televisiva En Terapia y un capítulo de un corto de temática local Los Peques, tercera temporada. Estas actividades están diseñadas para estudiantes de nivel intermedio.

]]> Valcarce, María del Mar]]> Araya, María Teresa]]> E-Book. ISBN 978-950-863-219-7.]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/512]]>

Valcarce, María del Mar, & María Teresa Araya (2014). Taller: Sintiendo Nuestra Patagonia: Elaboración de material para el aula de ELE. En Material didáctico de ELE para hablantes brasileños (pp. 85-104). Universidad Nacional de La Pampa.

]]> Gabriela Tavella es profesora de inglés graduada de la UNLP (Universidad Nacional de La Plata). Es magíster en “Professional Development for Language Education” y posee un diploma de posgrado en Educación, Reino Unido.
Gabriela es profesora regular en el área de inglés con propósitos específicos (Facultad de Lenguas, UNCo., Sede San Martín de los Andes) y se desempeña como docente en la Maestría en Lingüística Aplicada de la Facultad de Lenguas, UNCo.
Ha participado en proyectos de investigación y actualmente dirige el proyecto J036 “La dimensión de ciudadanía intercultural en la enseñanza del inglés mediante la utilización de una pedagogía AICLE. Investigación acción participativa en una escuela primaria rural del Neuquén”. Dirigió un proyecto de voluntariado universitario “Lenguas y Culturas cerca de tuyo” (UNCo.) y participó como integrante en un proyecto espejo de la UNLP. Es miembro del comité editorial de la revista AJAL, FAAPI.

]]> Universidad Nacional del Comahue]]> Educación]]> Teacher-student relationships]]> Portafolio electrónico creado en la cátedra Programa del Idioma Requisito INGLÉS, Nivel II: Portafolios Electrónicos.

Elegimos esta temática porque nos interesa la docencia y consideramos que aporta a nuestra formación. En segundo lugar, porque consideramos que el paso por la escuela formal deja huellas en nosotros y creemos que la relación que se genera entre los docentes y los estudiantes es muy significativa a lo largo de toda nuestra vida. En este sentido, trabajar con un texto académico que aborda la importancia de la relación entre los profesores y estudiantes y sobre formas para mejorar esa relación y con ello mejorar el aprendizaje, nos pareció una propuesta muy interesante. Creemos también, al vincularse con nuestra área específica, que es la comunicación, puede enriquecer mucho nuestras prácticas como futuros formadores.

]]> Portafolio electrónico creado en la cátedra Programa del Idioma Requisito INGLÉS, Nivel II: Portafolios Electrónicos.

Elegimos esta temática porque nos interesa la docencia y consideramos que aporta a nuestra formación. En segundo lugar, porque consideramos que el paso por la escuela formal deja huellas en nosotros y creemos que la relación que se genera entre los docentes y los estudiantes es muy significativa a lo largo de toda nuestra vida. En este sentido, trabajar con un texto académico que aborda la importancia de la relación entre los profesores y estudiantes y sobre formas para mejorar esa relación y con ello mejorar el aprendizaje, nos pareció una propuesta muy interesante. Creemos también, al vincularse con nuestra área específica, que es la comunicación, puede enriquecer mucho nuestras prácticas como futuros formadores.

VER PORTAFOLIO

]]> Barrera, Belén]]> Fernández, Eliana]]> Quirilao, Pilar]]> Linguistics]]> Lingüística]]> Zinkgräf, Magdalena]]> University learners of a foreign language seem to encounter numerous difficulties in the acquisition of what Wray (2002) has termed ‘formulaic sequences’ (FSs) to such an extent that they will sound unnatural in their construction of meaning (Lewis 2009; Wiktorsson 2003). Reseachers like Boers and Lindstromberg (2012) and Granger and Meunier (2008) advocate the explicit teaching of these sequences as beneficial for the development of L2 learners’ formulaic competence. Based on research carried out by Čolović-Marković (2012) and Peters and Pauwels (2015), this paper reports on a vocabulary-focused instruction experience with three groups of university English-as-a-Foreign-Language (EFL) learners taking the English-teacher training course at Comahue University. The study explores the effects of two different instruction conditions for the teaching of nine pedagogically relevant FSs on two experimental groups (EG1 and EG2) in comparison with a control group (CG). The research aims to analyse fourth-year Spanish speaking learners’ acquisition rate of the target sequences (TFSs) a) in controlled settings (cued-output tests) and b) in spontaneous written production. It also aims to assess the degree of correctness/ variation with which TFSs are retrieved in both situations (controlled and free). The research questions are:
1. Does vocabulary form-focused instruction of FSs have an effect on a) number of FSs recalled and b) number of FSs used spontaneously?
2. Does the type of focused instruction of FSs have an effect on a) number of FSs recalled and b) number of FSs used spontaneously?
3. How similar /different are learners’ versions to the target FSs? For 1 and 2 above, a fourth research question applies,
4. If so, how long after the intervention does the effect continue to exist?
The teaching conditions for EG1 included a combination of meaning-form-use awareness-raising tasks, a dictogloss (Wajnryb 1990) and cued-output practice activities. EG2’s treatment consists of only two dictogloss, controlled production tasks. A pre-test/postest within-subject design was adopted. Data were collected through a) three cued-output postests (immediately after instruction, and two delayed) and, to measure spontaneous use of FSs, b) through three written practical assignments (essays), submitted by participants as part of the course requirements. This paper centres on the descriptive analysis of the effects of explicit instruction as measured through the rate of correct and non-target answers in both data collection procedures. The findings shed light on the type of variations introduced in learners’ answers to the different tasks, which evince a certain degree of formulaicity observed in the syntactic make-up of the phrases, while FS form seems to be negatively affected by the recall of function words. Meaning and pragmatic appropriacy appear to suffer in some other cases, even if, in appearance, the TFSs have been correctly retrieved. On the whole, although there are significant benefits in the teaching of FSs in this particular learning context, more delayed data collection tasks reveal higher degrees of variations in L2 learner FS use.

]]> Zinkgräf, Magdalena]]> Verdú, María Angélica]]>
Čolović-Marković, J. 2012. The effects of explicit instruction of FSs on second-language writers. PhD Thesis (Manuscript), Universidad de Utah- Retrieved 29/3/2016, at content.lib.utah.edu/utils/getfile/.../etd3/.../2092.pdf

Granger, S. and F. Meunier (2008). Phraseology in language learning and teaching: Where to from here? In Granger y Meunier (Eds.), Phraseology in foreign language learning and teaching, Amsterdam, John Benjamins Publishing Company, pp. 247-252.

Lewis, M. 2009. The Idiom Principle in L2 English: Assessing elusive formulaic sequences as indicators of idiomaticity, fluency and proficiency. Saarbrücken: VDM Verlag Dr. Müller.

Peters, E. and P. Pauwels. 2015. Learning academic formulaic sequences. Journal of English for Academic Purposes 20, pp. 28-39.

Wajnryb, R. 1990. Grammar dictation. Oxford: OUP. Wiktorsson, M. 2003. Learning Idiomaticity: A corpusbased study of idiomatic expressions in learners' written production, PhD Thesis (Manuscript), Lund University.

Wray, A. 2002. Formulaic language and the lexicon. Cambridge: CUP.]]> Traducción e Interpretación]]> Libertad abrió el debate a la comunidad por medio de segmentos quincenales en el programa radial “El hilo invisible: Trama de resistencias” que salió al aire por radio Antena Libre, la radio pública y universitaria de la Facultad de Derecho y Ciencias Sociales de General Roca. Hacer partícipe a la audiencia del trabajo que se lleva a cabo en el aula y generar el intercambio con el medio es clave para la constitución de prácticas sociales educativas que, como definen Cecchi, Macchiarola y Oyarbide (2024), “constituyen oportunidades que contribuyen decididamente a fortalecer el compromiso social de las universidades, los modos de enseñar y aprender en relación estrecha a problemáticas socialmente relevantes, así como a la formación integral, ética y política de las/os graduadas/os” (p. 4).]]> Libertad abrió el debate a la comunidad por medio de segmentos quincenales en el programa radial “El hilo invisible: Trama de resistencias” que salió al aire por radio Antena Libre, la radio pública y universitaria de la Facultad de Derecho y Ciencias Sociales de General Roca. Hacer partícipe a la audiencia del trabajo que se lleva a cabo en el aula y generar el intercambio con el medio es clave para la constitución de prácticas sociales educativas que, como definen Cecchi, Macchiarola y Oyarbide (2024), “constituyen oportunidades que contribuyen decididamente a fortalecer el compromiso social de las universidades, los modos de enseñar y aprender en relación estrecha a problemáticas socialmente relevantes, así como a la formación integral, ética y política de las/os graduadas/os” (p. 4).]]> Fernández Rabanetti, Estefanía]]> Pisani, Leticia]]> Proyecto de extensión: Territorios en traducción: literatura, memoria y comunidad]]> Traducción e Interpretación]]> Fernández Rabanetti, Estefanía]]> Pisani, Leticia]]> Proyecto de extensión: Territorios en traducción: literatura, memoria y comunidad]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/978]]> Lingüística]]> Linguistics]]> This presentation discusses the principles underlying a battery of tests designed to measure the acquisition of vocabulary in terms of formulaic sequences (FSs) in EFL primary school children participating in an explicit instruction research experience (Wray, 2002). Examples of different testing activity types to measure both receptive and productive knowledge of FSs are analysed in relation to noticing, retrieval and generative use in test development with implications for both EFL teaching and research.

Summary

Formulaic sequences (FSs) are frequently encountered strings of words that typically convey specific meanings and functions and are retrieved as wholes by native speakers of a language (Wray, 2002). Research into foreign language teaching (Boers & Lindstromberg, 2012; Wood, 2015) nowadays advocates FS-focused instruction in the classroom, optimizing learners’ FL acquisition through detection, retrieval and creative use (Lindstromberg & Boers, 2008; Pellicer-Sánchez & Boers, 2019).

Our research project analyzes the effect of teaching FSs in songs and legends to EFL public primary school students with an A1 proficiency level (CEFR) and assesses FS acquisition through a battery of tests designed to measure both receptive and productive knowledge of the target sequences (Gyllstad & Schmitt, 2019). Test results serve a two-fold purpose in the teaching and the research domains: to assess the learning of FSs in children with nearly no prior EFL instruction - and none in terms of formulaic language- and to gauge the effects of an explicit, focus-on form pedagogical intervention on their learning through different task-types assessing to what degree the target sequences are recognised and/or used productively over an extended period of time (nine to ten months).

This presentation will analyse examples of different testing activity types in relation to noticing, retrieval and generative use (Lindstromberg & Boers, 2008) and the principles in test development (Hughes, 1996; Read & Nation, 2004; Lewis, 2009) to show how language research and teaching are intrinsically conjoined. This research will provide applied linguists and teachers with information on learners’ vocabulary intake at different stages, and offer insights into participants’ formulaic competence development which can feed back into the EFL classroom.

]]> This presentation discusses the principles underlying a battery of tests designed to measure the acquisition of vocabulary in terms of formulaic sequences (FSs) in EFL primary school children participating in an explicit instruction research experience (Wray, 2002). Examples of different testing activity types to measure both receptive and productive knowledge of FSs are analysed in relation to noticing, retrieval and generative use in test development with implications for both EFL teaching and research.

Summary

]]> Zinkgräf, Magdalena]]> Monteserín, Anabel]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/648]]> Linguistics]]> Lingüística]]> Este trabajo presenta el avance del proyecto de investigación Alfabetización Académica y Tipologías Textuales en la Enseñanza del Inglés para la Traducción (2018-2021), cuyos objetivos son elaborar un corpus con textos auténticos en lengua inglesa y proponer materiales didácticos que favorezcan la alfabetización académica (AA) de los estudiantes en la L2. Tanto el proyecto J031 como el presente trabajo se encuadran en el marco teóricometodológico de la alfabetización académica (principalmente en los aportes del movimiento
Writing Across the Curriculum), la Teoría de Género y el enfoque del inglés con propósitos específicos para la enseñanza de inglés en el traductorado.
En cuanto a los resultados obtenidos hasta el momento, la discusión se centra en los beneficios que ofrece la utilización de un corpus de textos auténticos para el desarrollo de las competencias académica y traductora de los estudiantes, así como en la presentación de dos elementos para el análisis del corpus: una herramienta de clasificación y una taxonomía para la anotación de los textos. Como conclusiones preliminares, se espera que este trabajo contribuya a incrementar las estrategias traductoras de los estudiantes y a consolidar los
vínculos entre la teoría, la práctica, la investigación en AA y la formación de traductores.

]]> Este trabajo presenta el avance del proyecto de investigación Alfabetización Académica y Tipologías Textuales en la Enseñanza del Inglés para la Traducción (2018-2021), cuyos objetivos son elaborar un corpus con textos auténticos en lengua inglesa y proponer materiales didácticos que favorezcan la alfabetización académica (AA) de los estudiantes en la L2. Tanto el proyecto J031 como el presente trabajo se encuadran en el marco teóricometodológico de la alfabetización académica (principalmente en los aportes del movimiento Writing Across the Curriculum), la Teoría de Género y el enfoque del inglés con propósitos específicos para la enseñanza de inglés en el traductorado.
En cuanto a los resultados obtenidos hasta el momento, la discusión se centra en los beneficios que ofrece la utilización de un corpus de textos auténticos para el desarrollo de las competencias académica y traductora de los estudiantes, así como en la presentación de dos elementos para el análisis del corpus: una herramienta de clasificación y una taxonomía para la anotación de los textos. Como conclusiones preliminares, se espera que este trabajo contribuya a incrementar las estrategias traductoras de los estudiantes y a consolidar los vínculos entre la teoría, la práctica, la investigación en AA y la formación de traductores.

]]> Abstract
This work discusses the progress of Research Project J031, Alfabetización Académica y Tipologías Textuales en la Enseñanza del Inglés para la Traducción (2018-2021), whose aims are the compilation of an English-language authentic-text corpus for the design of didactic materials to advance translation students’ academic competences in English. The theoretical-methodological framework of this work, like that of the Project J031, is anchored in Academic Literacy (AL) studies (largely Bazerman’s Writing Across the Curriculum movement), Genre Theory, and the conception of teaching English in translator training as English for Specific Purposes.
A discussion of the findings so far accounts for the benefits of the elaboration of a corpus of authentic texts for the development of learners’ AL and translation competence; and presents two elements for the analysis of the corpus: a classification tool and a taxonomy for text annotation. As preliminary conclusions, it is hoped this work contributes to the enhancement of students’ translation strategies and to the strengthening of links between theory, practice and research in AL and translator training.

]]> Liendo, Paula]]> Maluenda, Stella Maris]]> Maure, Norma]]> Vallejos, Silvia]]> 4, 2019.]]> https://bibliotecadelenguas.uncoma.edu.ar/items/show/543]]>

Liendo, Paula, Maluenda, Stella Maris, Maure, Norma, & Vallejos, Silvia. (2019). The challenges of designing a textual corpus to develop translation students’ academic literacy. Bridging Cultures, 4, 6-19.

]]> Prospero’s Daughter, Andrea Levy’s The Long Song and Joanne Hillhouse’s Oh Gad!]]> Caribbean literature (English)]]> Literatura Caribeña]]> As explained by Aleida Assman, the last two decades of the 20th century saw the development and consolidation of memory research, a diverse field including “neuronal, medical, and psychological as well as literary, cultural, social, and political studies” that investigate “how we live by our memories, how we are haunted by them, how we use and abuse them” (210). The boom in memory studies results from a widespread interest in the revisiting of the past generated, among other factors, by the postcolonial situation in which humans that have been deprived of their indigenous history and culture are trying to (re)write their own narratives and memories (210-211). The present thesis centers on the Anglophone Caribbean – where formal colonialism began to disappear in the 1960s – and aims at exploring the construction of memory as represented in a selection of three novels published by Caribbean women writers in the 21st century. These are Elizabeth Nunez’s Prospero’s Daughter (2006), Andrea Levy’s The Long Song (2010) and Joanne Hillhouse’s Oh Gad! (2012). The initial hypothesis of this study is that, in the corpus under consideration, memory is represented as a contact zone permeated by struggles between cultures in asymmetrical power relations. It is creatively constructed in multiple spaces and practices, and results from the attempt to (re)write Caribbean identities. In relation to the theoretical background supporting the analysis, this study is grounded in a selection of categories which includes Michel Foucault’s and Anibal Quijano’s theories of power, both based on the conception of power as a dynamic relationship involving conflict and struggle –, Mary Louise Pratt’s definition of the contact zone and Stuart Hall’s theories of cultural identities in general, and of Caribbean cultural identities in particular. The discussion of memory is anchored in Halbwachs’ concept of collective memory, Nora’s definition of the lieux de memoire, Jan Assman’s distinction between communicative and cultural memory, and Paul Ricoeur’s analysis of the pragmatic dimension of memory, among others.

]]> ABSTRACT
As explained by Aleida Assman, the last two decades of the 20th century saw the development and consolidation of memory research, a diverse field including “neuronal, medical, and psychological as well as literary, cultural, social, and political studies” that investigate “how we live by our memories, how we are haunted by them, how we use and abuse them” (210). The boom in memory studies results from a widespread interest in the revisiting of the past generated, among other factors, by the postcolonial situation in which humans that have been deprived of their indigenous history and culture are trying to (re)write their own narratives and memories (210-211). The present thesis centers on the Anglophone Caribbean – where formal colonialism began to disappear in the 1960s – and aims at exploring the construction of memory as represented in a selection of three novels published by Caribbean women writers in the 21st century. These are Elizabeth Nunez’s Prospero’s Daughter (2006), Andrea Levy’s The Long Song (2010) and Joanne Hillhouse’s Oh Gad! (2012). The initial hypothesis of this study is that, in the corpus under consideration, memory is represented as a contact zone permeated by struggles between cultures in asymmetrical power relations. It is creatively constructed in multiple spaces and practices, and results from the attempt to (re)write Caribbean identities. In relation to the theoretical background supporting the analysis, this study is grounded in a selection of categories which includes Michel Foucault’s and Anibal Quijano’s theories of power, both based on the conception of power as a dynamic relationship involving conflict and struggle –, Mary Louise Pratt’s definition of the contact zone and Stuart Hall’s theories of cultural identities in general, and of Caribbean cultural identities in particular. The discussion of memory is anchored in Halbwachs’ concept of collective memory, Nora’s definition of the lieux de memoire, Jan Assman’s distinction between communicative and cultural memory, and Paul Ricoeur’s analysis of the pragmatic dimension of memory, among others.

]]> Montani, Andrea]]> http://bibliotecadelenguas.uncoma.edu.ar/items/show/437]]> Prospero’s Daughter, Andrea Levy’s The Long Song and Joanne Hillhouse’s Oh Gad! (Tesis de Maestría en Inglés con Orientación en Literatura Angloamericana, Universidad Nacional de Córdoba. Facultad de Lenguas).]]> Espinosa, Gonzalo Eduardo]]> El idioma desde diversas perspectivas (pp. 13-22). General Roca: Publifadecs, 2009]]>

Espinosa, G. E. (2009). The Focal Model: Nucleus Placement. En Ñanculeo, C. (Ed.), El idioma desde diversas perspectivas (pp. 13-22). General Roca: Publifadecs.

]]> Zinkgräf, Magdalena]]> Castro, Analía]]> Congreso Nacional: el conocimiento como espacio de encuentro]]> Introduction:
We have been inspired to write this work thanks to our experiences for one academic year as Foreign Language Teaching Assistants (FLTA) in Aberdeenshire, Scotland, and Arkansas, USA; respectively granted by British Council- and Fulbright-Ministerio de Educación. Our duties as FLTAs consisted in helping in speaking and writing sessions, testing, teaching, designing materials, and being in charge of cultural activities related to food and dance in secondary schools and universities. Today’s globalized world has permeated education, and interculturality has recently been integrated in the English as a Foreign/Second Language classroom, broadening the language experience by including cultural aspects in a lesson. This is why we believe that understanding others is essential for communication and cooperation. As Sercu (2005) states, “foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own” and promoting “the acquisition of intercultural competence in the learners” (Sercu 2005: 1). When teaching a foreign language, diverse forms of living and understanding the world get into the classroom by means of audiovisual materials, texts, talks, coursebooks and realia. Thanks to these sources, all members in the FL classroom can discover a foreign culture and contrast it with their own. The underlying aim is to work with and form pluricultural individuals, i.e. learners with the ability to recognize others and be aware of their own traditions and values. As it is not always essential to travel abroad to be pluriculturally competent, some practical ideas will be shown as a way of exemplifying lessons that are culturally focused and exploitable from a pluricultural point of view.]]> Introduction:
We have been inspired to write this work thanks to our experiences for one academic year as Foreign Language Teaching Assistants (FLTA) in Aberdeenshire, Scotland, and Arkansas, USA; respectively granted by British Council- and Fulbright-Ministerio de Educación. Our duties as FLTAs consisted in helping in speaking and writing sessions, testing, teaching, designing materials, and being in charge of cultural activities related to food and dance in secondary schools and universities. Today’s globalized world has permeated education, and interculturality has recently been integrated in the English as a Foreign/Second Language classroom, broadening the language experience by including cultural aspects in a lesson. This is why we believe that understanding others is essential for communication and cooperation. As Sercu (2005) states, “foreign language education is, by definition, intercultural. Bringing a foreign language to the classroom means connecting learners to a world that is culturally different from their own” and promoting “the acquisition of intercultural competence in the learners” (Sercu 2005: 1). When teaching a foreign language, diverse forms of living and understanding the world get into the classroom by means of audiovisual materials, texts, talks, coursebooks and realia. Thanks to these sources, all members in the FL classroom can discover a foreign culture and contrast it with their own. The underlying aim is to work with and form pluricultural individuals, i.e. learners with the ability to recognize others and be aware of their own traditions and values. As it is not always essential to travel abroad to be pluriculturally competent, some practical ideas will be shown as a way of exemplifying lessons that are culturally focused and exploitable from a pluricultural point of view.]]> Espinosa, Gonzalo Eduardo]]> Scilipoti, Paola Mabel]]> Congreso Nacional: el conocimiento como espacio de encuentro]]>

Espinosa, Gonzalo Eduardo, & Scilipoti, Paola. (2012). The importance of being pluricultural: blooming with the other. En Actas en CD del 2° Congreso Nacional El conocimiento como espacio de encuentro. General Roca: Universidad Nacional del Comahue. Facultad de Lenguas.

]]>