El componente sociocultural en el aula de E/LE en Dinamarca
Autor:
Iglesias-Rodríguez, Clara María
Fecha:
02/03/2017Palabra clave:
Tipo de Ítem:
masterThesisResumen:
La finalidad del presente Trabajo Fin de Máster es la elaboración de una propuesta didáctica centrada en la enseñanza de la competencia sociocultural. Este trabajo propone una serie de actividades enfocadas a enseñar conocimientos socioculturales propios del español a alumnos daneses, más concretamente a jóvenes y adolescentes cursando los dos últimos años de la educación secundaria. Nuestro objetivo es trabajar la competencia sociocultural de forma paralela al aprendizaje del resto de competencias en el aula de E/LE, diseñando actividades que resulten atractivas a los jóvenes, valiéndonos de muestras de textos reales y actuales, para evitar la creación de estereotipos y ayudando a desarrollar su consciencia intercultural.
Tradicionalmente los contenidos socioculturales han quedado relegados a un segundo plano en la enseñanza de idiomas, a pesar de que son estos los que permiten el correcto uso de la lengua, y de su importancia, por tanto, para conseguir una comunicación efectiva. La falta de conocimiento de los usos, costumbres, y convenciones de una lengua pueden conducir a cometer errores socioculturales, que podrán ser entendidos como una falta de educación y tratados de forma mucho más severa que un simple error lingüístico. Por tanto, consideramos necesario introducir la competencia sociocultural en el currículo de E/LE como un contenido más a trabajar. Además, la inclusión de los contenidos socioculturales ayuda a la creación de una conciencia intercultural, que permite al alumno un mejor desarrollo personal, e induce a la reflexión crítica.
Este trabajo parte de un marco conceptual en el que se define la competencia sociocultural y su importancia dentro de la competencia comunicativa, así como su presentación en el Marco común europeo de referencia (MCER) y en el Plan Curricular del Instituto Cervantes (PCIC). Asimismo, se exponen las particularidades del sistema educativo danés y la posibilidad de incluir los conocimientos socioculturales en el aula.
Descripción:
The aim of this Master’s Thesis is to present a teaching proposal that focuses on how to teach the sociocultural competence. This project proposes a group of activities focusing on teaching central sociocultural aspects of the Spanish language to Danish students, more concretely to teenagers and young students in the two last years of their secondary education. Our main goal is to introduce the sociocultural competence along with the other communicative competences in the classroom (of Spanish as a foreign language), by designing activities that can interest and motivate our students, that include real and current texts (both written and oral) in order to avoid the creation of stereotypes and helping in developing their intercultural consciousness.
Traditionally the sociocultural contents have been relegated to a second place in language teaching, even though they show and allow the correct use of a language, and therefore their importance to achieve effective communication. The lack of knowledge about the uses, the habits and conventions of a language can induce sociocultural errors or misunderstandings, that can be construed as a lack of manners or education, and dealt with in a much more severe way than the mere linguistic mistakes. Thus, we consider it necessary to include the sociocultural competence in the Spanish (as second language) curriculum as a relevant content. Furthermore, the inclusion of this sociocultural content helps in the creation of an intercultural consciousness, that allows the student a better personal development, and leads to critical reflection.
This thesis lays a conceptual framework, in which we define the sociocultural competence and its importance within the concept of communicative competence, as well as its presentation in the Common European Framework of Reference for Languages (CEFRL) and the Curricular Plan of the Cervantes Institute (PCIC). In addition, we present the particularities of the Danish education system and the possibility of including the sociocultural knowledge in the classroom.
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