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Authors
Rodríguez Sapiña, Joan
Advisor(s)
Abstract(s)
La versatilidad de la microficción para incorporar elementos propios de la comunicación web acerca este género a la cotidianidad del alumnado y lo convierte en un mecanismo idóneo para el aprendizaje de una lengua extranjera (LE). Con esta propuesta, destinada a la enseñanza superior, se pretende situar al alumnado en el centro del aprendizaje tomando los microrrelatos como eje de una experiencia que recurre al aprendizaje basado en proyectos (ABP), y por tanto al aprendizaje cooperativo (AC), como sostén metodológico. Al reclamar pensamiento crítico, trabajo en grupo, interacción entre iguales y toma de decisiones consensuadas, el ABP se presenta como una excelente herramienta para alcanzar un aprendizaje activo y significativo, también de LE. Esta experiencia educativa, que implica ciclos y asignaturas diferentes de la ESEB, pretende sacar partido a las potencialidades que brinda dicho enfoque. Para ello, se reta al alumnado a participar en un evento del centro, la Semana Intercultural das Línguas, con un proyecto orientado por los docentes, pero de realización propia, que consta de tres fases. La primera consiste en la familiarización con el género literario mediante la lectura de un corpus de microrrelatos en español, de procedencias diversas, con el fin de desarrollar las competencias comunicativas y socioculturales asociadas al aprendizaje de LE. Después, recurriendo al AC, los estudiantes de LE seleccionan e interpretan un conjunto de microcuentos del corpus; el alumnado del máster de Traducción, por su parte, revisa los textos de sus compañeros y traduce los relatos al portugués, practicando la mediación entre lenguas próximas. Por último, el alumnado expone la selección de microrrelatos (interpretaciones y traducciones) en la Semana Intercultural, usando las TIC para acercar la literatura y la lengua española a la comunidad. En consecuencia, con esta experiencia se relaciona a diferentes elementos de la comunidad educativa, se crea un proyecto de participación y compromiso con el propio centro, situando en el núcleo de las actividades al alumnado, que no solo ve reforzada su motivación, sino que adquiere competencias comunicativas en un contexto real y activa procesos cognitivos de rango superior. Así, por un lado, se divulga la diversidad cultural del mundo hispanohablante y, por otro, se produce un aprendizaje significativo gracias a la imbricación del AC y del ABP, expandiendo el entorno de aprendizaje fuera de los cuatro muros del aula.
The versatility of microfiction to incorporate elements of web communication brings this genre closer to the everyday life of students and makes it an ideal mechanism for learning a foreign language (FL). With this proposal, aimed at higher education, it is intended to place students in the center of learning by taking micro-stories as the core of an experience that draws on project-based learning (PBL), and therefore on cooperative learning (CL), as methodological support. By claiming critical thinking, teamwork, peer interaction and consensus decision-making, PBL is an excellent tool to achieve active and meaningful learning, also in the field of FL learning. This educational experience, which involves different cycles and subjects of the ESEB, aims to take advantage of the potential offered by that approach. In order to do so, the students are challenged to participate in an event in their own educational center, the Semana Intercultural das Línguas, with a project oriented by the teachers, but of their own creation, which consists of three phases. The first one lies on familiarization with the literary genre by reading a corpus of micro-stories in Spanish, from diverse backgrounds, in order to develop the communicative and socio-cultural competences associated with FL learning. Then, by resorting to CL, FL students select and interpret a set of micro-stories from the corpus, while the students of the master in Translation review the texts of their colleagues and translate the stories into Portuguese, thus practicing mediation between sister languages. Finally, all the students expose the selection of micro-stories (interpretations and translations) in the Semana Intercultural, using ICT to bring Spanish literature and language closer to the community. As a result, with this experience different elements of the educational community are linked, a project of participation and commitment to the center itself is created, by placing the students at the core of the activities – so that not only motivation is reinforced, but students also acquire communicative skills in a real context and activate cognitive processes of a higher rank. In this way, on the one hand, the cultural diversity of the Spanish-speaking world is broadcasted, and, on the other, significant learning takes place thanks to then overlap between PBL and CL, while the learning environment is extended beyond the four walls of the classroom.
The versatility of microfiction to incorporate elements of web communication brings this genre closer to the everyday life of students and makes it an ideal mechanism for learning a foreign language (FL). With this proposal, aimed at higher education, it is intended to place students in the center of learning by taking micro-stories as the core of an experience that draws on project-based learning (PBL), and therefore on cooperative learning (CL), as methodological support. By claiming critical thinking, teamwork, peer interaction and consensus decision-making, PBL is an excellent tool to achieve active and meaningful learning, also in the field of FL learning. This educational experience, which involves different cycles and subjects of the ESEB, aims to take advantage of the potential offered by that approach. In order to do so, the students are challenged to participate in an event in their own educational center, the Semana Intercultural das Línguas, with a project oriented by the teachers, but of their own creation, which consists of three phases. The first one lies on familiarization with the literary genre by reading a corpus of micro-stories in Spanish, from diverse backgrounds, in order to develop the communicative and socio-cultural competences associated with FL learning. Then, by resorting to CL, FL students select and interpret a set of micro-stories from the corpus, while the students of the master in Translation review the texts of their colleagues and translate the stories into Portuguese, thus practicing mediation between sister languages. Finally, all the students expose the selection of micro-stories (interpretations and translations) in the Semana Intercultural, using ICT to bring Spanish literature and language closer to the community. As a result, with this experience different elements of the educational community are linked, a project of participation and commitment to the center itself is created, by placing the students at the core of the activities – so that not only motivation is reinforced, but students also acquire communicative skills in a real context and activate cognitive processes of a higher rank. In this way, on the one hand, the cultural diversity of the Spanish-speaking world is broadcasted, and, on the other, significant learning takes place thanks to then overlap between PBL and CL, while the learning environment is extended beyond the four walls of the classroom.
Description
Keywords
Aprendizaje cooperativo Español lengua extranjera Microrrelatos
Citation
Cao Míguez, A. B. e Sapiña, J. (2018). Los microrrelatos: una gran posibilidad de aprender. In R. P. Lopes et al. (Eds.), 3rd International Conference on Teacher Education / III Encontro Internacional de Formação na Docência (INCTE): livro de atas (pp. 960-966). Bragança: Instituto Politécnico de Bragança
Publisher
Instituto Politécnico de Bragança