Hesperia: Anuario de Filología Hispánica

Poesía para vencer la muerte

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Al borde

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Presentación

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Entrevista a José Coloma Maestre, Filólogo, Doctor en Didáctica de la Lengua y la Literatura, Profesor de la Facultad de Magisterio de la Universidad de Valencia y Poeta

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Entrevista a María Pareja Olcina, Doctora en Lengua y Literatura Hispánicas, Catedrática de Lengua y Literatura Castellanas en el IES Violant de Casalduch y Escritora

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How to teach morphology through the linguistic landscape of store names

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Although the linguistic landscape has been used as a source of knowledge for language teaching, this orientation continues to remain practically unexplored. This proposal aims to introduce the concept of linguistic landscape, review its didactic application, and plan proposals to demonstrate that the insertion of linguistic landscape can be a new dynamic for teaching the morphology of the Spanish language in the classroom. The methodology used for the investigation consists of creating a corpus that is partly captured from photographs of different towns and neighborhoods in the province of Huelva. Once collected, a didactic proposal was grouped according to the morphological processes followed for the configuration of these labels, and subsequently, a didactic proposal was created to teach the morphology of these statements in language classes. We conclude by demonstrating the need to update pedagogical methodologies
within the scope of lexical morphology, especially in Secondary Education. This desire to overcome is installed within an assumption we intend to build: learning grammatical content must always be carried out within the real language and context. The inclusion of LL in teaching must be a new dynamic for the class, as it can strengthen the language study and contribute to forming incidental learning during the classroom, especially focusing on the content of what is taught in a different way, which makes the teaching/learning process of this grammatical content taken from the street to classes more pleasant and effective.

Comparisons are not always odious: Use of contrast between proverbs for the development of intercultural competence in language learning

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Phraseology, in general, and paremiology, in particular –the latter understood as “tratado de refranes” (RAE 2014)– are usually absent in Spanish as a Foreign Language (SFL) manuals, despite the linguistic and cultural richness their learning entails. In the field of linguistics applied to language teaching, activities of translation and contrast between phraseological units favour the development of analytical abilities to make comparisons between languages, and the learner’s intercultural competence.

This work represents a practical experience with students of the Northwest Cádiz Program (https://spanport.washington.edu/study-abroad/northwest-cadiz-program), who came to Cádiz from the University of Washington to learn SFL and improve their knowledge of the Spanish culture.

The work is in line with Mariscal Ríos (2020a), where activities for the teaching of Spanish Language 303 (“Lengua III”) were described. In this case, the group was made up of students of Spanish Language 302 (“Lengua II”), with an intermediate level of Spanish, equivalent to B1 of Plan Curricular del Instituto Cervantes (Centro Virtual Cervantes).

Through an active methodology based on meaningful, autonomous learning, the students carried out a multilingual contrastive analysis of animal proverbs by using data from Refranero Multilingüe (Sevilla Muñoz & Zurdo Ruiz-Ayúcar 2009), as well as other tasks to improve both their communication skills and intercultural competence.

The results were positive both in terms of their learning of the Spanish grammar and the development of their intercultural awareness, with the students showing interest for the knowledge of coincidences and differences between the proverbs in their own language/culture and those of the target language/culture.

Reading and practicing the language of engineers in the spanish classroom. Intrareading and idiomatic interpreting

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Given the global situation to which the educational system has been thrust, some examples of empirical methodology will be shown when reviewing, learning, and practicing one of the most productive technical languages today: the specificity of engineering in the Spanish language classroom for university students of Translation and Communication. It is convenient to provide resources, and to do so, several aspects must be combined: real times, rhythmic rhythms, very well-selected material with rigor and specific objectives. All of this has as its purpose the learning and praxis that will be evaluated and thus obtain optimal learning results. A list of activities is offered that favour the exposition of the theory and its execution during the duration of the teaching session: images, diagrams, and statistics depending on the assigned tasks: remembering vocabulary, implementing it in context and references, registration idiomatic. Professional and academic experience are brought together homogeneously and systematically: the working and the university environments are intertwined in a didactic relationship for better quality.

Poetic revolution in the transition from early childhood to primary education: an aproximation to Kenneth Koch proposals

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It is possible to teach children to create poetry and to enjoy it, as the American poet and teacher Kenneth Koch (1970) defended and demonstrated. In these pages, we offer an approach to his work in the classroom to apply his ideas on poetic creation in the early stages of education through authentic experimentation with language. Although it is common to introduce literature in infant and primary school, this is usually based mainly on stories, almost always leaving aside such a powerful literary genre as poetry, with which children easily identify themselves due to its high emotional charge and its infinite creative possibilities. The main objective of this article is to disseminate Koch’s methodology among kindergarten and primary school teachers, a poetic revolution in the classroom with which to introduce students at these stages in the magic of reading and writing.

A didactic proposal for reading comprehension focused on ways of saying. Contributions to address difficulties in reading disciplinary texts at the second level

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It is known that the reading comprehension difficulties that students manifest in secondary school are not limited to the conceptual or lexical level, on which the most widespread studies of didactics usually emphasize, but are substantially linked to other textual aspects, such as the declarative, subjective and polyphonic. Starting from the postu- late that school reading practices belong to the content tradition (Hall, 2007), since the objective that guides them is to “find” content in the text, that is, discover what the texts say and not in unravel how they say it (Hall, 2007), this article aims to address reading comprehension by focusing on the discursive materiality of disciplinary discourses, exploring, on the one hand, the ways that construct meanings and, on the other, the resources specifics that configure subjectivity and polyphony. Based on the results of an exploratory survey carried out among secondary school teachers in the City and province of Buenos Aires (Argentina) during 2023, and from the framework of polyphony and enunciation (Ducrot, [1984] 2001; Authier- Revuz, 1984 and 1995; Maingueneau, 1999 and García Negroni, 2005 and 2008), the notion of “facilitation strategies” is taken up, problematized and expanded, which seeks to motivate linguistic reflection regarding pedagogical texts in order to foster academic literacy (Tosi, 2015a, 2017 and 2018). On this occasion, the design of a pedagogical proposal focused on the ways of saying scientific communication for the understanding of reading disciplinary study texts in virtual support is proposed. Throughout the work, the relevance of a proposal of this type is shown, whose aim is to promote metalinguistic reflection and the denaturalization of discursive formulations crystallized in the reading comprehension processes of the different disciplines of the secondary level, thus cementing, a transversal work that can be put into play in the various areas of knowledge.

Contributions of educational neuroscience to the acquisition of linguistic skills of spanish as a foreign language

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Sustainable development goal (SDG) number four advocates for free, equitable, and quality primary, secondary, and university education that produces relevant and effective learning outcomes. To achieve this, teaching practice must be based on didactic approaches based on scientific evidence that demonstrate that significant learning is actually taking place in the classroom.

Neuroscience applied to the world of education provides data based on scientific studies that help choose the most effective methodologies for effective learning. Cognitive neuroscience is the result of the fusion between biomedical sciences (biochemistry, molecular and cellular biology, genetics, among others) and psychology. If cognitive neuroscience is applied to education, it results in what is known as educational neuroscience (also known as neurodidactics, neuroeducation, or mind, brain and education in English). This discipline focuses on the study and improvement of teaching-learning processes based on scientific research on the brain’s functioning. To do this, it draws on three different areas of knowledge: neuroscience, psychology, and education.

Therefore, knowing how students’ brains work will help teachers improve their educational practice and design quality learning experiences, as intended by SDG 4. Language teaching, in this case, Spanish as a foreign language (ELE, for its initials in Spanish), cannot be left out of the principles of neuroeducation. Therefore, we will present some neuroeducational aspects that teachers must consider to help students improve their linguistic skills in the ELE classroom.

Firstly, we will define neuroeducation and its connection with SDG 4. Secondly, we will dismantle some neuromyths that concern language teachers. Thirdly, we will talk about the most important executive functions in the ELE classroom (emotion management, attention management, memory management, and cognitive flexibility). We will finish with some important conclusions for teaching Spanish as a second language from a neuroeducational point of view.

The conditional tense in the interlingua of Italian speakers when learning Spanish

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This article analyzes the most common learning difficulties in the written production of Italian ELE (B2/C1) students in relation to the use of the simple conditional in a corpus of 184 pedagogical translation exercises created based on the principles of Contrastive Analysis. (AC). The use of the conjectural conditional, and the conditional as a future in the past are the most widespread errors detected in the interlanguage of Italian ELE students. These faults are explained in relation to the different values of the simple conditional in Italian and Spanish due to their different diachronic evolution. The analysis results highlight the importance of a didactic approach that encourages metalinguistic and contrastive reflection in the ELE classroom with particular attention to students of languages that are related who want to improve their linguistic skills (both oral and written expression) and achieve a high level of Spanish.

Literature as a tool for teaching lexicography in the conformation of linguistic corpus

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This paper is based on an interest in teaching Spanish at advanced levels, highlighting the importance of conceptual understanding over specific content knowledge. Therefore, we suggest using literature as a tool for linguistic and cultural analysis. It is a methodological proposal for teaching lexicography, specifically for forming linguistic corpora based on the variation and change of meaning of verbs from Mexican literature. This proposal is based on using two recognized lexicographic methods, Curso de lexicología (2006) by Luis Fernando Lara, and Manual de técnica lexicográfica (2002) by José Álvaro Porto, to analyze a corpus of verbs found in literary works. For this reason, we have chosen to exemplify with the literary work El vampiro de la colonia Roma. Las aventuras, desventuras y sueños de Adonis García (1979), which contains verbs with sexual connotations typical of the homosexual community and context of Mexico City (formerly the Federal District) in the seventies. In summary, we seek to deepen the linguistic analysis of the literature using lexicography techniques and contextualized data collection to understand better the use of language and its relationship with identity and culture to contribute satisfactorily to the academic and professional training of the student’s careers in Hispanic studies and other related disciplines.

The Spanish-Latin source of the Trilingual Spanish-Latin-Nahuatl Vocabulary (Newberry Library, Ayer, no. 1478)

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This article addresses the problem of dating the Spanish-Latin source of the Trilingual Spanish-Latin-Nahuatl Vocabulary preserved in the Newberry Library of Chicago, ms. Ayer Collection, no. 1478. The point of view adopted is to place this unique vocabulary in the context of the development of the history of linguistics, that is, considering it as another attempt to adapt the Nebrija vocabularies that, from 1492 and c.1494, are disseminated and revised, giving rise to multiple editions. Based on the identification of the source of the Trilingual Vocabulary and the source of the Molina Vocabulary (1555), a series of considerations are made regarding the possible dating of the manuscript.