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Conversación en lengua extranjera: un reto para el siglo XXI

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Conversación en lengua extranjera:

un reto para el siglo XXI

Agustín Reyes Torres

Departamento de Didáctica de la lengua y la literatura.

Universitat de València

agustin.reyes@uv.es @rawlin_papers

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NO vemos las cosas como son,

las vemos como somos.

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¿Cuántos continentes hay en nuestro planeta?

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¿Cuál es el objetivo de aprender una lengua extranjera?

La comunicación

“Knowledge cannot be transmitted. It can only be constructed.”

Gordon Wells

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El arte de conversar

El que habla mucho y escucha mucho,

Piensa mucho y sabe mucho

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What is the most effective method of teaching?

•  A good answer to this question might be that it depends on the goal, the student, the content, and the teacher.

•  But the next best answer is,

•  having the students get involved in their own learning. That is

active learning, having students do more than sitting in class.

•  Key idea: “What the learner does is more important than

what the teacher does.” Geoff Petty

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Literacy-based Approach

•  El aprendizaje de una Lengua Extranjera debe contribuir tanto a la formación personal y social del alumnado como al desarrollo de su capacidad para pensar, comprender la realidad y expresar sus ideas de manera oral y escrita.

•  Literacy “can be seen as a process rather than a product” (Paesani et al, 2016, p. 12). Likewise, Kern says that it “is a process of

creating and transforming knowledge” (2000).

•  La lengua y el pensamiento van unidos (Vygostky). Son la base para

construir el conocimiento.

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Literacy-based Approach

•  In sum, and in consonance with Kern and Paesani, and

others such as as Kucer (2014), López-Sánchez (2014) and Brisk (2015), we can define LITERACY:

as a dynamic and multidimensional concept whose main

aim is to provide 21st century learners with the LANGUAGE SKILLS, VISUAL THINKING STRATEGIES and DIALOGIC

ATTITUDES that are necessary to develop the KNOWLEDGE that allows them to evaluate information, organize ideas, exchange perspectives, construct meaning and reflect

critically in a variety of sociocultural contexts.

(Reyes-Torres 2018)

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The development of literacy

Literacy The conceptual

dimension

Sociocultural and aesthetic dimension Constitutional and cognitive dimension

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The development of literacy

•  The constitutional and cognitive dimension refers to the learner’s own identity, his attitude and his natural ability to approach a text and

generate his own thoughts.

•  Create the right atmosphere and trigger their interest.

•  As Kucer explains, it is “the desire of the language user to participate, explore, discover, construct and share meaning.”

•  It is the basic machinery that readers need to bring to the text in order to process it.

LA MENTE ES COMO UN PARACAIDAS, SOLO FUNCIONA CUANDO SE ABRE

KIDS DON’T LEARN FROM PEOPLE THEY DON’T LIKE

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The development of literacy

•  The conceptual dimension is directly related to the idea of using texts or other multimodal resources to guide students to identify key

words or key images (learn grammar, visual language or literary

conventions) to be able to discuss the readings with other students.

•  Differentiate the structure of a text, its genre, the topics, the main character or hero, the symbols…

•  Give students the contents, the tools and the power to construct meanings and to think for themselves.

•  Expresiones, idioms. “What are you up to?”

•  The dot

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•  The sociocultural and aesthetic dimension shifts the attention from the text to the reader.

•  Here, learners should be given the opportunity to relate the text to their own world of experiences. (Bakhtin)

•  As Rosenblatt puts it, the meaning of any text does not lay in the work itself but in the reader’s interaction with it.

•  Interaction with the other classmates!!

•  Example:

Learn to Fly Video

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Goals of the Foreign Language Class

•  Aesthetic learning

•  The term aesthetic comes from Greek. It refers to anything that you perceive through your senses, your feelings or your

intuitions.

•  Can we apply the concept of aesthetics to education?

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• Knowledge cannot be transmitted. It can only be constructed.

•  It is in the end what each person learns and thinks for

himself or herself what ultimately shapes the individual…

• El reto es guiarles a elaborar sus propias ideas, su propio conocimiento.

El que habla mucho y escucha mucho,

Piensa mucho y sabe mucho

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GRACIAS

agustin.reyes@uv.es @rawlin_papers

Referencias

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