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Percepciones de alumnos y profesores sobre el uso de la lengua franca en aulas de ELE de adolescentes plurilingües
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Abstract:
Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera del "Centro Universitario Internacional de Barcelona (UNIBA)" Adscrit a la Universitat de Barcelona. Curs: 2018-2020, Tutora: Núria Sánchez-Quintana ; El perfil del aprendiente de lenguas del siglo XXI ha migrado de monolingüe a plurilingüe, entre otras causas, producto de la globalización y de las nuevas tecnologías. A pesar de que el estudio del español en el mundo está en crecimiento, su adquisición como L3/LE2 es un área que aún no ha sido suficientemente estudiada. Esta investigación intenta suplir esa carencia y se centra en la percepción de alumnos adolescentes plurilingües y de sus profesores sobre el uso de otras lenguas en aulas multilingües de español L3/LE2 dentro de la educación reglada. A través de un cuestionario anónimo administrado en línea, participaron 249 alumnos y 10 profesores de institutos internacionales de educación secundaria (ESO y Bachillerato) cuyas lenguas de escolarización (LDE) eran el inglés o el francés. Adicionalmente, los datos se complementaron con entrevistas a profesores y alumnos, lo que permitió tener una visión holística del tema. Entre los principales hallazgos encontramos que alumnos y profesores coinciden en que la LDE actúa como principal lengua franca (LF) en aulas de español: mientras que los profesores se sirven de ella principalmente para explicar el funcionamiento de la lengua meta, los alumnos la utilizan para facilitar la comunicación. Desde el punto de vista de los interlocutores, los alumnos son quienes más recurren a la LF, sobre todo cuando interactúan con sus compañeros. Sin embargo, su uso disminuye a medida que aumenta el nivel de competencia del aprendiente en español y es más utilizada en contextos de no inmersión que en contextos de inmersión. ; The profile of the 21st century language learner has migrated from monolingual to multilingual, amongst other things, as a result of globalization and new technologies. Despite the fact that the study of Spanish is increasing worldwide, its acquisition as a Third Language (L3) or as a Second Foreign Language (LE2) is an area that has not yet been sufficiently studied. This research aims to fill this gap and focuses on the perception of teenage students and teachers that speak multiple languages about the use of other languages in multilingual Spanish L3 / LE2 classrooms in formal education. Using an anonymous online questionnaire, 249 students and 10 teachers from International Schools (Middle and High school) whose languages of instruction (LDE) are English or French, participated in the study. Furthermore, this data was paired with interviews made to teachers and students in order to provide a holistic view of the subject. Among the main learnings, we found that students and teachers agree that LDE acts as the main lingua franca (LF) in Spanish classrooms and teachers use it predominantly to explain the usage of the target language while students use it to facilitate communication. From a speaker’s point of view, students are the ones who use it the most, especially when interacting with their classmates. However, the use of the LF decreases as the learner's level of proficiency in Spanish increases and is more commonly used in non-immersion contexts rather than in immersion contexts.
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Keyword:
Adquisició d'una segona llengua; Castellà (Llengua); Educació secundària; Ensenyament de llengües estrangeres; Foreign language teaching; Lingua franca; Lingua francas; Master's thesis; Multilingualism; Multilingüisme; Second language acquisition; Secondary education; Spanish language; Treballs de fi de màster
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URL: http://hdl.handle.net/2445/173379
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La comunicación (in)visible: enseñanza de la comunicación no verbal en el aula de E/LE para alumnos italófonos
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Machine-translation inspired reordering as preprocessing for cross-lingual sentiment analysis
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Heritage language maintenance in a diplomat family: A case study
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Accent Imitation on the L1 as a task to improve L2 pronunciation
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From Primary to Secondary School: a Case Study of Changes in Language Attitudes among Students of the Bilingual Programs in Alacant
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Defining and Operationalizing Propositional Complexity into Idea Units: Effects of Mode, Discourse Type, Task Type and Task Complexity
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Studying Catalan as an L2 in a foreign context: Who and Why. Learners’ profile, attitudes and motivations
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How do typology and proficiency affect cross-linguistic influence in three unrelated languages? A study on L1 Turkish learners, with L2 English, in the acquisition of L3 Spanish as a foreign language.
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Gestures and Lexical Access Problems in German as Second Language
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Grammatical Complexity as Mediated by Proficiency and Working Memory in L2 Oral Production: Measuring Syntactic Complexity versus Grammatical Variety
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The role of exposure to Spanish-accented Catalan in the perception of accentedness by Catalan-Spanish bilingual listeners
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Mind the gaps: A comparison of pronominal forms of address in the Spanish and Catalan spoken by students in Barcelona
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U-shaped behavior in multilingual children’s written production of jokes
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Teaching and learning vocabulary: putting The Four Strands to the test
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Comparing second language development in three learning contexts: study abroad, summer camp and intensive EFL classes
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A study on the effects of nativeness and gender on phonetic convergence in a tape-mediated map task
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Teaching listening strategies with authentic videos: An intervention study with EFL secondary school students in Catalonia
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