Inferencias relacionales y valores culturales en el estudio de los marcadores del discurso

Relational inferences and cultural values in the study of Discourse Markers In a previous study, I have approached empirically a group of conversational discourse markers (DMs) which may act as inferential clues for rapport management in supporting the speakers\u201d emotional communicative dynamics. In this study, on another hand, while elaborating theoretically on the same data, I focus on some methodological issues in the field of contrastive and interpersonal pragmatics with the aim of supporting an interdisciplinary functional approach to conversational DMs.Nuestra investigaci\uf3n aborda las consecuencias te\uf3ricas de lo que un enfoque pragm\ue1tico interpersonal e intercultural puede aportar para definir mejor algunos grupos de marcadores del discurso (MD). Nos basamos en datos perceptivos, recogidos a trav\ue9s de dos corpus paralelos de di\ue1logos literarios italiano-espa\uf1ol. Los resultados revelan que la traducci\uf3n de los MD puede producir variaciones a nivel de emotividad percibida, lo cual comporta posibles desv\uedos en la gesti\uf3n de la relaci\uf3n

Las imágenes lingüísticas del paisaje urbano de la migración : una reflexión metodológica de enfoque pragmático

In this article I approach the epistemological vitality of the Linguistic Landscape and address the question of the scientific contribution of the linguistic image to investigate migration as a characterizing element of complexity and dynamism of the city system. The theoretical perspective I adopt is based on Pragmatics and I take advantage of the data from a corpus of texts collected in Milan from 2014 to exemplify it. On the one hand, I argue the referential instability of the images of the Linguistic Landscape; on the other hand, I underline their possible systemic sensitivity. I note by way of conclusion that some of the methodological concerns of Pragmatics can help the Linguistic Landscape to focus its epistemological agenda, as well as some instances of the latter could bring new lymph to some stagnant issues of Pragmatics

TRANSNATIONAL LANGUACULTURE E MOBILITÀ VIRTUALE: IL VIDEOSHADOWING COME DIDATTICA ESPERIENZIALE

Gli studenti di una lingua straniera si muovono dinamicamente in una tale varietà di contesti fisici e virtuali che i costrutti di “lingua” e “cultura” sperimentano in modo concreto la sfumatura dei loro confini. In questo studio, partiamo dalla messa in discussione dei contesti statici di formazione della competenza comunicativa interculturale e dall’urgenza civica e politica che la investe. Come proposta, presentiamo la mobilità virtuale tramite videoshadowing, una metodologia in via si sperimentazione di cui riportiamo e analizziamo i primi dati. Rileviamo dai nostri progetti pilota che i discenti partecipanti vivono una dimensione esperienziale in un contesto di legame personale affettivamente connotato e di motivazione stabile. In tal modo è facilitato un contatto con un’inusitata varietà linguistica, pragmatica e socioculturale che permette agli studenti sia di ampliare il lessico della lingua meta e le conoscenze culturali, sia di avere stimoli per la scoperta e il confronto fra culture.   Transnational languaculture and virtual mobility: videoshadowing as experiential teaching   Learners of a foreign language move dynamically in such a variety of physical and virtual contexts that the constructs of “language” and “culture” experience the blurring of their boundaries. In this study, we discuss the static learning contexts in relation to the formation of intercultural communicative competence and its civic and political urgency. As a proposal, we present the first data and analysis of the videoshadowing, a new methodology of virtual mobility. In our pilot projects, participants report living an experiential dimension in a context of affective personal bonding and stable motivation. This facilitates contact with a wide linguistic, pragmatic and socio-cultural variety that enables students both to broaden their vocabulary and cultural knowledge and to have stimuli for discovery and comparison between cultures

La investigación-acción de la arquitectura pedagógica en la clase de español

Pedagogical architecture is concerned with redefining classroom space as an environment of learning and well-being; it is one of the movements of pedagogical renewal that are characterizing post-modern education. For the Spanish teacher, it is an opportunity for methodological reflection that can be approached with different levels of economic commitment and openness to dialogue with the learning community. In this article we propose ideas and materials to carry out Action research aimed at improving the context of the teaching of Spanish as a foreign language, with special attention to the quality of input and communication flows in the classroom.La arquitectura pedag\uf3gica se ocupa de la redefinici\uf3n del espacio del aula como un entorno de aprendizaje y bienestar; es uno de los movimientos de renovaci\uf3n pedag\uf3gica que est\ue1n caracterizando la educaci\uf3n posmoderna. Para el profesor de espa\uf1ol es una oportunidad de reflexi\uf3n metodol\uf3gica que puede abordarse con diferentes niveles de compromiso econ\uf3mico y apertura al di\ue1logo con la comunidad de aprendizaje. En este art\uedculo proponemos ideas y herramientas para llevar a cabo procesos de investigaci\uf3n-acci\uf3n destinados a mejorar el contexto de la ense\uf1anza del espa\uf1ol como lengua extranjera, con especial atenci\uf3n a la calidad del input y de los flujos de comunicaci\uf3n en el aula

La arquitectura pedagógica en la clase de español: changing educational landscape

The educational scenario is changing and the demand for pedagogical revolutions is increasingly strong in the contemporary economic and social contexts. In this article, we propose that the Spanish as a foreign language class is also involved in this movement, introducing the point of view of pedagogical architecture. The intervention in the classroom space implies a deep methodological review and, in particular, supports two peculiarities of the acquisition of a foreign language: the multisensory input and the quality of relational and communication flowsEl escenario educativo est\ue1 cambiando y la demanda de revoluciones pedag\uf3gicas es cada vez m\ue1s fuerte en los contextos econ\uf3micos y sociales contempor\ue1neos. En este art\uedculo veremos c\uf3mo tambi\ue9n la clase de espa\uf1ol como lengua extranjera est\ue1 involucrada en este movimiento, introduciendo el punto de vista de la arquitectura pedag\uf3gica. La intervenci\uf3n en el espacio del aula implica una profunda revisi\uf3n metodol\uf3gica y, en particular, va a apoyar dos peculiaridades de la adquisici\uf3n de un idioma extranjero: el aporte multisensorial del input y la calidad de los flujos relacionales y de la comunicaci\uf3n

Polilinguismo nella scrittura murale urbana: Note sulla lingua spagnola

Abstract – In this paper I focus on the polylinguistic and polycultural landscape of Milan on the theoretical basis of daily life studies, the sociolinguistics of globalization, and intercultural pragmatics. The relevance of this field is determined by the need for urban anthropology to semiotize the urban spaces as an interpretative bridge between the microsystem (the individual level) and the macrosystem (the social level). More concretely, I investigate the presence of the Spanish language in the superdiversity of Milan and, methodologically, I collect ethnographically and interpret qualitatively a corpus of 700 daily life texts of various types of street writing. The results show the significant presence of Spanish in the urban landscape and a high level of hybridism which is, nevertheless, totally functional in communication. I also detect the emergence of linguistic, pragmatic and intercultural awareness in the writers. Finally, with some precautions, I confirm the scientific potential of the daily life documents to investigate complex urban dynamics.Resumen – El tema de este estudio es el panorama polilingüe y policultural de Milán y se plantea a partir de las bases teóricas de los everyday life studies, de la sociolingüistica de la globalización y de la pragmática intercultural. La relevancia del estudio descansa en la necesidad de la antropología urbana de elaborar una interpretación semiótica de los espacios urbanos, puesto que pueden constituir un puente interpretativo entre el microsistema (individuo) y el macrosistema (sociedad). Concretamente, el objetivo es investigar el papel del idioma español en la supediversidad milanesa; la metodología es de etnografía urbana con la formación e interpretación cualitativa de un corpus fotográfico de setecientos textos cotidianos de escritura callejera (pintadas, avisos, grafiti, ecc.). Los datos relevan una presencia significativa del español en el landscape milanés, con un alto nivel de hibridismo que, de todas formas, es funcionalmente adecuado y denota el emerger de la conciencia  lingüística, pragmática e intercultural de los hablantes-escritores. Además, se confirma, con alguna precaución, el aporte científico de los documentos de la cotidianidad para interpretar la complejidad urbana

Reflexiones sobre la cortesía verbal en la enseñanza/aprendizaje del E/LE

Las reflexiones que aquí se ofrecen parten de la concepción del lenguaje como acción e interacción, en el sentido de que la existencia de la lengua se fundamenta en sus funciones de sociabilidad. Desde esta perspectiva, abordamos el papel de la cortesía verbal en el aula de ELE (Español como Lengua Extranjera) y, con la ayuda de las indicaciones del Marco común europeo de referencia para las lenguas y del Plan curricular del Instituto Cervantes, evidenciamos la urgencia de desarrollar un enfoque más adecuado a la complejidad de la cortesía verbal. Concluimos sugiriendo la toma de conciencia de las dinámicas interculturales como un recorrido aprovechable

Strategie di engagement nella didattica universitaria della lingua straniera

Abstract – The article presents a case study of engagement strategies in university foreign language teaching and learning. A number of communicative (cooperation, interdependence, time management) and emotional (inquiry-project-based learning and climax) engagement tools are illustrated and their integrated effect through observer-participants is reported. The concluding reflection supports the need to create learning environments that are coherent and akin to a pedagogical paradigm that is aware of the connection between the methodologies employed and interpersonal relationships.

Introducción

La sixième séance du séminaire pour l’année 2015-2016 aura lieu le lundi 14 mars (17h-19h) Xavier Biron (EHESS/Université du Québec à Montréal), Scientia et exégèse: la direction des mouvements de l’âme Zdenko Vozar (Université de Prague-UPEC), Poétique des sciences. L’argumentation des poètes savants entre l’université et la cour Rappel: La séance a lieu lundi 14 mars de 17h à 19h, à l’Ecole Normale Supérieure (45 rue d’Ulm, salle d’histoire, escalier D, 2e étage). https://argumentationmedi..