ResumenExiste un amplio reconocimiento de la necesidad de conocer al menos una lengua extranjera internacional, pero hoy esta realidad ha quedado obsoleta. Léonard Orban, antiguo Comisario Europeo por el Multilingüismo (2007), afirmaba ya hace tiempo: «Con el inglés ya no basta». Cada vez es más habitual encontrarnos con sistemas educativos en los que se coexisten al menos dos lenguas en el currículo escolar (Cenoz y Jessner, 2000; Lasagabaster, 1998a (Singleton, 1989, White y Genesee, 1996, ¿Qué condicionantes deberían darse para alcanzar un verdadero entorno de plurilingüismo escolar temprano? (Duverger, 1997) (Cenoz et Jessner, 2000 ; Lasagabaster, 1998a (Singleton, 1989, White et Genesee, 1996 AbstractThere is a wide recognition of the need to be fluent at least in one foreign international language, but nowadays this fact has become out-dated. Léonard Orban, former European Commissioner for Multilingualism (2007), stated already some time ago: «English isn't enough». It is increasingly habitual to find education systems in which at least two languages co-exist in the academic curriculum (Cenoz and Jessner, 200; Lasabaster, 1998a). Researches on the learning of a 3L are quite limited, but have demonstrated that the simultaneous study of three languages has become a research field itself (Cenoz, Huifesen and Jessner, 2001). Almost 40% of the Spanish population reside in regions with two official languages. This multiplicity of languages leads to the implementation of policies aimed at protecting vernaculars (Siguán, 1992 (Singleton, 1989, White andGenesee, 1996); What conditions should be present for reaching a true environment of early multilingual education? (Duverger, 1997); Is the level of the 1L indicative of the level of development of 2L and 3L? (Cummins, 2009) Is bilingual reading an essential factor for reaching the writing competency in 3L? (Bild andy Swain, 1989); What neurocognitive mechanism are used by the multilingual learner? (BCBL, 2008); Do the creative parts of the individual contribute to strengthen the learning of foreign languages more efficiently than traditional teaching? We will therefore deal with our research from a threefold perspective, overlaping three disciplinary areas: linguistics, neuroscience and didactics.
Comunicarse de manera efectiva y apropiada en una lengua extranjera (FL) implica dominar las cuatro habilidades lingüísticas, comprensión y expresión escritas (CE-EE) y comprensión y expresión oral (CO-EO). Sin embargo, no se desarrollan al mismo nivel durante el proceso de enseñanza-aprendizaje en entornos formales. El desarrollo de la expresión oral en FFL es a menudo un desafío para los profesores debido a condicionantes tales como la falta de motivación y sentimientos de inhibición, falta de seguridad o confianza en sí mismo del alumno. A estos, se suman otros como falta de tiempo, grandes grupos de alumnos o vacíos metodológicos y evaluativos que complican la práctica de esta competencia en el aula. Este trabajo presenta un proyecto educativo implementado en la clase FLE donde la Francofonía, el uso de las TIC y el aprendizaje colaborativo son fundamentales para desarrollar la expresión oral del aprendientee al mismo tiempo que ayuda a fortalecer sus habilidades personales. Communicating effectively and appropriately in a SL implies mastering the four language skills, i.e. written comprehension and expression and oral comprehension and expression. However, not all develop equally during the teaching-learning process in formal contexts.The development of oral expression in FFL is often a challenge for teachers and students due to conditions such as lack of motivation and feelings of inhibition of the students, lack of security or self-confidence. To these are added others such as lack of time, large groups of students or methodological and evaluative gaps that contribute significantly to hinder the practice of this competence in the classroom. This paper presents a teaching project implemented in the FFL classroom where Francophonie, the use of ICT and collaborative learning are key to developing the oral expression of the learner contributing to reinforcing their personal skills. Communiquer efficacement et de manière appropriée dans une langue étrangère (LE) implique de maîtriser les quatre compétences linguistiques, la compréhension et expression écrites (CE-EE) et la compréhension et expression orales (CO-EO). Cependant, elles ne se développent pas au même niveau au cours du processus d’enseignement-apprentissage dans des contextes formels. Le développement de l’expression orale en FLE est souvent un défi pour les enseignants en raison de conditions tellles que le manque de motivation et les sentiments d’inhibition de l’élève, le manque de sécurité ou de confiance en soi. À ceux-ci s’ajoutent d’autres comme le manque de temps, de grands groupes d’étudiants ou des lacunes méthodologiques et évaluatives qui réduisent la pratique de cette compétence en classe. Cet ouvrage presente un projet pédagogique mis en oeuvre en classe FLE où la Francophonie, l’utilisation des TIC et l’apprentissage collaboratif sont essentiels pour développer l’expression orale de l’apprenant en même temps qu’elle contribue à renforcer ses compétences personnelles.
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