"Lengua y Literatura" en una Facultad de Humanidades: una propuesta disciplinar y metodológica desde la Filología Inglesa

This paper presents both a disciplinary and a methodological proposal for a university course at a school of Humanities where the development of linguistic skills has to be integrated with the study of English literary texts. First, I outline the characteristics of the learning context, including a profile of its students. Second, I present an approach to what “language and literature” as a discipline means on the basis of this context and of existing approaches for the above-mentioned integration. Finally, I suggest a methodological approach which includes a didactic sequence for the classroom

An exploration of life experiences during Study Abroad : a case study of bilingual students and their process of intercultural adaptation

This qualitative case study investigates intercultural adaptation during a study abroad (SA) of undergraduate bilingual Catalan/Spanish students, focusing specificallyon life experiences which resulted in inflection points in that process of adaptation. Data were collected through a pre-departure questionnaire, individual interviews conducted before and after SA, and narrative diaries collected during the sojourn. The results point to the complexity and the nuances of the adaptation process, the diversity of life experiences that may affect adaptation (Bennett 1993) and the need to expand existing explanatory theoretical models

La Normalització del cosmopolitisme lingüístic entre els joves del segle XXI? Una exploració de les ideologies lingüístiques a Catalunya

En aquest article es presenta una anàlisi dels treballs de recerca duts a terme pels membres del GREILI -UPF (Grup de Recerca en Espais Interculturals, Llengües i Identitats) sobre les ideologies lingüístiques de diversos col·lectius de joves de l'àrea metropolitana de Barcelona. S'analitzen les diferències entre els joves autòctons que tenen el català com a llengua inicial i aquells de llengua inicial castellana, i es comparen els resultats amb resultats previs d'altres autors. En general, es detecta un augment de les ideologies indicadores de cosmopolitisme lingüístic (segons la definició de Newman et al., 2008), sobretot per part dels joves castellanoparlants. Entre els joves autòctons en general s'observa un espectre unidimensional i coherent de posicions cap a les llengües que va des del localisme procatalà fins al localisme proespanyol, amb posicionaments predominants propers al cosmopolitisme lingüístic entremig. En canvi, entre els joves nouvinguts llatinoamericans, arribats d'adolescents, no s'ha trobat un espectre d'ideologies clar sinó opinions molt diverses que tant reflecteixen el panhispanisme i la ideologia de l'anonimat, com consideren el català com un mitjà de progrés social. Un component central de la consciència lingüística dels llatinoamericans de primera generació és l'oposició al castellà peninsular, mentre que els sentiments cap al català estan basats en qüestions pràctiques i de l'experiència quotidiana i no en qüestions identitàries. La seva acceptació per part d'aquests joves està clarament influïda per l'acollida lingüística rebuda al centre d'ensenyament. Els joves xinesos arribats d'adolescents accepten la situació lingüística de la societat de destinació i no rebutgen cap llengua, tot i que sovint verbalitzen una ideologia monolingüe. Malgrat això, accepten amb naturalitat pràctiques multilingües quotidianes que reflecteixen una actitud cosmopolita.This paper presents an analysis of the research conducted by the members of GREILI-UPF (Research Group on Intercultural Spaces, Languages and Identities – Pompeu Fabra University) on the linguistic ideologies of various groups of young people from the Barcelona metropolitan area. The study examines the differences between local youths who have Catalan as their first language and those who have Spanish as L1, comparing the results with previous findings from other authors. Generally speaking, an increase is observed in ideologies pointing at linguistic cosmopolitanism (as defined by Newman et al., 2008), especially among young people with Spanish as L1. Among local young people, a coherent unidimensional spectrum of positions towards languages ranging from pro-Catalan monolingualism to pro-Spanish monolingualism is generally observed, with most participants holding to intermediate positions consisting of cosmopolitan views that either downplay national identities or assume that they are fluid and mutually compatible. In contrast, among young Latin American newcomers, who arrived in Catalonia in their adolescence, no clear spectrum of ideologies was observed but rather many different positions reflecting either pan-Hispanism and a view of Spanish as an anonymous (i.e. non-identity anchored) language or the view of Catalan as a means of social advancement. A central component of these first-generation Latin Americans’ linguistic awareness is their opposition to European Spanish, while their attitudes to Catalan are linked to practical and everyday experiential factors, not on identitary aspects. The Chinese young people who arrive in adolescence accept the linguistic situation of the destination society and do not reject any language, even though they often verbalise a monolingual ideology. Despite this, however, they accept in a natural way multilingual everyday practices that reflect a cosmopolitan attitude

Experiencias de innovación docente en la enseñanza universitaria de las humanidades

Este volumen recoge siete experiencias reales de innovación docente desarrolladas con éxito en la enseñanza superior de los estudios denominados tradicionalmente ?de letras? de dos universidades catalanas, la Universidad Pompeu Fabra y la Universidad de Barcelona. La voluntad de las editoras es mostrar casos reales que puedan servir de estímulo e inspiración para aquellos docentes que, en contextos universitarios similares, deseen innovar en sus clases. Estos casos ejemplifican los cambios docentes en los que en la última década se ha visto inmersa la enseñanza superior pública en España y la apuesta por la innovación pedagógica que se ha estado llevando a cabo en las aulas universitarias con el objetivo de alcanzar la unificación del Espacio Europeo de Educación Superior (EEES). Los autores de los capítulos son profesores expertos en su ámbito disciplinar que han vivido la transformación del espacio docente universitario de los últimos años y que describen sus esfuerzos por ofrecer una docencia de calidad y usar la tecnología como recurso pedagógico. Así, el lector podrá encontrar en este volumen la descripción de la docencia de asignaturas tanto de primer como de segundo ciclo pertenecientes a disciplinas humanísticas diversas: la sinología, la geografía, la lexicología y la morfología, la fonética, la crítica literaria, la historia y el arte

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire

Learning context effects: Study abroad, formal instruction and international immersion classrooms

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspire