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Raising dialectal awareness in Spanish as a Foreingn Language courses

 

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Author: Gallego, Muriel
Conley, Rebecca
Date: 2014
Published in: Cauce, 36-37, 135-158.
Document type: Article
Abstract: Muchos investigadores (Arteaga y Llorente, 2009; Gutiérrez y Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) han propuesto estrategias para tratar la variación dialectal en la clase de español; sin embargo la enseñanza de español en ...
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Several researchers (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Porras, 1997; Torreblanca, 1997; Villa, 1996) have proposed strategies for addressing dialectal variation in the Spanish classroom, yet the teaching of Spanish in the U.S. has been based on an artificially established standard variety, creating a gap between what is taught and existing variations of the language. Moreover, some scholars (Arteaga&Llorente, 2009; Gutiérrez&Fairclough, 2006; Martínez, 2003) promote exposing students to variation in introductory courses, whereas others believe this may confuse beginners (Salien, 1998). Given the lack of consensus regarding how and when to address this issue, a survey was conducted to elicit the beliefs and practises of introductory Spanish instructors at U.S. universities. Results reveal that most instructors raise dialectal awareness and/ or present dialectal differences, although most do this only occasionally, and others avoid the topic altogether.
Cite: Gallego, M. y Conley, R. (2014). Raising dialectal awareness in Spanish as a Foreingn Language courses. Cauce, 36-37, 135-158.
Size: 647.5Kb
Format: PDF

URI: http://hdl.handle.net/11441/47995

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