Hacia una internacionalización del discurso sobre la enseñanza del español como lengua extranjera

Muñoz–Basols, Javier; Muñoz-Calvo, Micaela; García, Jesús Suárez

doi:10.1080/23247797.2014.918402

Cited by 20 publications

(7 citation statements)

References 14 publications

(3 reference statements)

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“…A strong motivation for change is the Spanish-speaking world's continuous contact with English (Niño-Murcia, Godenzzi & Rothman, 2008). Significantly, the United States is now second only to Mexico in terms of the number of native Spanish speakers, even surpassing Spain (Moreno-Fernández & Otero, 2008;Muñoz-Basols, Rodríguez Lifante & Cruz Moya, 2017, for a quantitative perspective on the status of Spanish as an international language; also see Dumitrescu (2013); Muñoz-Basols, Muñoz-Calvo & Suárez García (2014) for recent data on the presence of Spanish in the US). A revision of the policy on foreignisms may thus be necessary in view of the exposure most Spanish speakers have to other cultures and languages and the fact that lexical borrowing is a process that occurs naturally in language-contact situations (Wierzbicka, 2006).…”

Section: Current Attitudes Towards Anglicisms and Linguistic Policymentioning

confidence: 99%

¿Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish

Muñoz–Basols

Salazar

2019

Rev. signos

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One of the immediate consequences of cross-linguistic lexical influence in languages that have an explicit gender system is the need to assign a gender to newly borrowed terms. In this paper, we analyze gender assignment in two recent technology-related borrowings in Spanish, 'tablet' and 'selfie', paying particular attention to the morphological, phonological and semantic factors that play a role in this process. We explain how these two words have been adopted and adapted by the Spanish language, and how various language institutions have attempted to establish policies to control or limit their use. In so doing, we demonstrate that sociolinguistic factors, such as the attitudes of Spanish language institutions vis-à-vis lexical borrowings from English, can contribute to understanding the phenomenon of the assignment of gender to Anglicisms in Spanish and their integration in the language.

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Section: Current Attitudes Towards Anglicisms and Linguistic Policymentioning

confidence: 99%

¿Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish

Muñoz–Basols

Salazar

2019

Rev. signos

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“…The field of SLT has grown and gained international visibility as well as academic reputation in recent decades (Fuertes Gutiérrez et al 2021;Lacorte and Suárez García 2014;Muñoz-Basols et al 2014;Muñoz-Basols et al 2017;Carrera Troyano 2014). According to the Instituto Cervantes (2020), 7.5% of the world population speaks Spanish, and 27 million students in 110 countries were learning Spanish as a second or foreign language in 2020.…”

Section: Research Culture In Spanish Language Teaching (Slt)mentioning

confidence: 99%

Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession

Gironzetti

Muñoz–Basols

2022

Applied Linguistics

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Teacher training programs and models recognize research engagement as a key competency of qualified professionals. However, despite current calls from scholars to bridge the divide between research and practice in second language teaching, little is known about how teaching professionals engage with existing research or carry out their own research. This study is the first to address this issue with regards to Spanish Language Teaching (SLT) professionals, aiming to understand if and how they engage with and in research, and identify what they would need to increase their engagement. Quantitative and qualitative analyses of online survey responses from 1,675 SLT professionals from 84 countries show that research engagement is dependent on the job description. Coding of free-text responses into eight themes (motivation, prestige, support, training, professionalization, resources, community, and research areas) reveals that the main barrier to greater research engagement is lack of support. Our results contribute to the understanding of the concepts of research engagement and research culture within the context of SLT and inform future initiatives to strengthen the research-practice nexus.

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“…El aprendizaje del español alrededor del mundo, sin embargo, podría calificarse como un fenómeno 'reciente'. En una investigación de Muñoz-Basols Muñoz-Calvo y Suárez García (2014), se relata un crecimiento hace diez años impensable: "Por poner un ejemplo, solamente durante el bienio 2012-2014 se han ofertado plazas en universidades y centros educativos de Australia, China, Corea, Kazajistán, Nueva Zelanda, Sudáfrica y Taiwán" (p. 2). Y no sólo estos sino otros como Brasil (Campos, 2000).…”

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“…A lo largo de las últimas décadas, sin embargo, otros idiomas han deslumbrado y opacado la presencia del español en la esfera lingüística internacional. Es el caso del francés, por ejemplo, que durante la mayor parte del siglo XX gozó de la mismísima reputación de lengua diplomática por antonomasia (Muñoz-Basols et al, 2014). Por lo tanto, ¿de dónde nace este resurgir evolutivo?…”

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‘nociones culturales’: una apuesta de cambio metodológico para la enseñanza del ELE

Abellán

2023

revHUMAN

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El anuario del Instituto Cervantes del 2018 lo constató primero: El español está en auge. Prospectivamente, no obstante, el porvenir del español dependerá forzosamente de factores más allá de lo casuístico: profesores innovadores, mejores recursos y metodologías originales. La influencia de que editoriales como Cambridge han tenido en España ha hecho que, durante años, los estudiantes de español como lengua extranjera hayan aprendido español de la mano de “las cuatro destrezas”. Bajo las mismas, los libros proponen unidades entorno a temas arbitrarios. Las páginas siguientes, por el contrario, proponen un modelo alternativo y rejuvenecedor: un nuevo programa de enseñanza basado en la ley educativa francesa conocida como ‘Las Nociones Culturales’.

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Hacia una internacionalización del discurso sobre la enseñanza del español como lengua extranjera

Cited by 20 publications

References 14 publications

¿Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish

¿Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish

Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession

‘nociones culturales’: una apuesta de cambio metodológico para la enseñanza del ELE

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