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
Disrupción e innovación en la educación lingüística y literaria: casos y prospectiva
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
12. Las bases de nuestra
área de conocimiento
https://unsplash.com/photos/-ILZVY1vG_k
13. El dominio de la L1 es fundamental para
el desarrollo integral de la persona.
https://unsplash.com/photos/8MMtYM_3xMY
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
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. 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. Nadie discute la
validez de
ninguna de estas
afirmaciones.
Ni su importancia.
https://unsplash.com/photos/geM5lzDj4Iw
19. Pero más allá
de estas tres
afirmaciones,
¿qué nos
define hoy?
https://unsplash.com/photos/IM0GHpsjJic
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. 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. “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. 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. “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. 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. 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. “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
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. “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. 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. “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. “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
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. “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. “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. 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. 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. “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
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. 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. “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. “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.
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. “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. ¿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. “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. “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. “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
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. “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. “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. “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. “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. “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. “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
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. “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. 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. ¿Y antes de 2010?
https://unsplash.com/photos/8xAA0f9yQnE
73. 1. Trabajamos en el continuo
global-social-local-institucional-individual
https://unsplash.com/photos/1UxXuT0Ml_E
74. 2. Trabajamos
sobre y con la
identidad social
y personal
https://unsplash.com/photos/SfjmMT4rb7Y
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. 4. Trabajamos con una variedad de herramientas
de investigación
(pero en renovación y crecimiento)
https://unsplash.com/photos/3y1zF4hIPCg
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. A nosotros nos corresponde ser
la punta de lanza de esa batalla.
https://unsplash.com/photos/cw2ai6A_eeM