Actividades Interculturales Mediante Historietas Para La Clase De Español Como Lengua Extranjera En Argentina

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Actividades Interculturales Mediante Historietas Para La Clase De Español Como Lengua Extranjera En Argentina FACULTAD DE FILOLOGÍA DEPARTAMENTO DE LENGUA ESPAÑOLA ACTIVIDADES INTERCULTURALES MEDIANTE HISTORIETAS PARA LA CLASE DE ESPAÑOL COMO LENGUA EXTRANJERA EN ARGENTINA TESIS DOCTORAL Presentada por Hanne Bongaerts Dirigida por Javier de Santiago Guervós y Kris Buyse SALAMANCA, 2017 Macanudo (por Liniers) - 15 de mayo 2017 – La Nación 1 Resumen En el presente trabajo se espera sintetizar, para el profesor de español como lengua extranjera, una producción a veces abrumadora de estudios sobre las nociones de ‘cultura’ y de ‘la competencia intercultural’ para que pueda estar al corriente de los planteamientos relevantes tanto por parte de didácticos de lengua extranjera como por autores en otras disciplinas (antropología, sociología, psicología, lingüística aplicada, para nombrar algunas). Se exponen igualmente unas actividades provenientes de varias disciplinas que el profesor de ELE puede llevar al aula. Además, se intenta informarle sobre el rendimiento de algunos materiales interculturales existentes de manera que sea capaz de recurrir a alguno de ellos de manera deliberada. Asimismo, se anhela presentar un repertorio original de contenidos culturales con respecto a la cultura argentina a tratar y/o a investigar en clase de español como lengua extranjera. Estos contenidos se agruparon en dos conjuntos, a saber, cinco dicotomías y siete uniones y vínculos presentes en la sociedad argentina. Para entender mejor el contexto de la enseñanza de ELE en Argentina para el cual los temas tienen mayor preeminencia, comentamos brevemente algunos datos y algunos materiales en uso. Como herramienta didáctica oportuna para abordar los contenidos sugeridos, se subraya el interés de las historietas argentinas, que reside, por un lado, en las ventajas pedagógicas del género y en ciertas características particulares de género desarrollado en Argentina, por el otro. A modo de ejemplo se incluyen dos secuencias basadas en el temario propuesto, teniendo en cuenta también las conclusiones del análisis de investigaciones relativas a la cultura y la competencia intercultural. Las secuencias emplean como punto de partida unas viñetas que se publicaron en diarios argentinos nacionales y cuyos autores presentamos concisamente. Se ambiciona que el profesor de ELE perciba el provecho tanto del inventario y del género seleccionado y que considere implementar las ideas y las actividades en sus propias clases. 2 Abstract This work aims to summarise —for the Spanish as a foreign language teacher— a sometimes-overwhelming production of studies about the notions of ‘culture’ and ‘intercultural competence’ to facilitate awareness of the relevant proposals by foreign language educators as well as by authors in other disciplines (Anthropology, Sociology, Psychology, Applied Linguistics, to name a few). Correspondingly, activities are set forth that stem from various disciplines, which could be implemented in the classroom by the Spanish as a foreign language teacher. Furthermore, this investigation strives to inform regarding the efficiency of certain existing intercultural materials, this to enable resorting deliberately to them when in need. Likewise, there is an intent to present an original repertoire of cultural contents concerning Argentine culture that can be addressed and/or investigated in the lessons of Spanish as a foreign language. These contents have been put into two groups, namely, five dichotomies and seven unions and ties that are present in Argentine society. In order to better understand the context of instruction of Spanish as a foreign language in Argentina, for which these themes are especially pertinent, a brief commentary on certain data and certain used materials has been included. As an appropriate pedagogical resource that can serve to approach the suggested contents, the value of Argentine comics is emphasised. This value resides, on one hand, in the pedagogical advantages of the genre as a whole and, on the other hand, in certain particular characteristics of the genre that flourishes in Argentina. By means of example, two didactic sequences are presented that are based upon the proposed inventory while simultaneously taking into account the previous conclusions after the analysis of studies about culture and intercultural competence. These sequences are created on the basis of comics whose authors are presented concisely and that have been published in national newspapers in Argentina. It is this works ambition that the Spanish as a foreign language teacher perceives the benefit of the repertoire and of the selected genre and even considers introducing these ideas and activities in the classroom. 3 Agradecimientos A mis directores de tesis, Javier y Kris, por creer en mí y por darme la posibilidad de realizar el presente trabajo de investigación. Sus comentarios han fortalecido mi progreso a nivel académico, estimulando reflexiones críticas y dándome invariablemente la energía para continuar mis esfuerzos. A la KU Leuven, en Bélgica, y el IRICE, en Argentina, por poder efectuar estancias de investigación que resultaron ser momentos decisivos y que contribuyeron al avance de esta tesis. A mis colegas, tanto en mis puestos actuales como en mi puesto de lectora en la Universidad de Salamanca, por su apoyo moral y hasta logístico en todo momento. A mis amigas y amigos argentinos, por compartir sus perspectivas conmigo y ‘aguantar’ que una belga definiera un repertorio sobre su cultura. A mis amigas y amigos en todas partes del mundo, por ser todos personas con ambición para crear un mundo mejor y por las risas pasadas y futuras. A mi familia, la belga y la argentina, la última por aceptarme como soy y por hacerme vivir experiencias interculturales inolvidables (y regalarme tantos libros de y sobre historietas); la primera, por el cariño que recibo de ellos, incluso cuando mis emprendimientos me llevan lejos de casa. A Laurent, por ilustrar que ser diferente no impide vínculos fuertes y duraderos… por los sueños que compartimos y que, poco a poco, convertimos en realidad. 4 Contenido Introducción ............................................................................................................ 7 A. El componente cultural en la clase de ELE: el caso de la Argentina .............. 9 1. El componente cultural en la clase de ELE ..................................................... 9 1.1. ¿Qué se entiende por ‘cultura’? ................................................................ 9 1.1.1. Una perspectiva multidisciplinaria ..................................................... 11 1.1.2. La visión de los didácticos de LE ....................................................... 27 1.1.3. Sinopsis crítica de debates e investigaciones útiles para el aula......... 39 a) Debates vitales para el profesor de LE ............................................... 40 b) Investigaciones aclaradoras del concepto de cultura para LE ............ 49 1.2. La integración de cultura en la clase de idiomas: la competencia intercultural ....................................................................................................... 53 1.2.1. La competencia intercultural .............................................................. 55 a) Definiciones ........................................................................................ 60 b) Modelos .............................................................................................. 69 1.2.2. Materiales interculturales ........................................................................ 86 a) Cultural Awareness ............................................................................. 90 b) Intercultural Resource Pack: Intercultural communication resources for language teachers .......................................................................................... 95 c) Intercultural Language Activities ..................................................... 101 d) Entrecruzar culturas. Competencia intercultural y estrategias didácticas …………………………………………………………….. ....................... 107 e) Erfolgreich in der Interkulturellen Kommunikation, Training berufliche Kommunikation, B2-C1 .............................................................................. 113 f) Materiales del INCA Project ................................................................ 117 2. Costumbres y hábitos: sobre la cultura argentina ....................................... 121 2.1 Argentina, un país en hibridación continua .......................................... 121 2.1.1. Dicotomías y divisiones .................................................................... 123 a) La Capital y el Interior ...................................................................... 124 b) Los europeos y las cabecitas negras ................................................. 128 c) Los peores y los mejores ................................................................... 131 d) La crispación política ........................................................................ 135 e) Géneros musicales ............................................................................ 136 5 2.1.2. Uniones y vínculos ................................................................................ 141 a) Costumbres gastronómicas ............................................................... 141 b) El idioma ........................................................................................... 142 c) El aguante ......................................................................................... 149 d) La festividad
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