The interactional construction of teaching-learning spaces of Spanish as L2 in an indigenous context
The teaching of Spanish as an L2 in schools in indigenous contexts is not explicitly regulated in Argentina. However, this does not imply that there are no spaces where Spanish is learnt by people who have partial or no knowledge of it. In this paper, based on an interactional approach to second lan...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas. Universidad Nacional del Comahue
2021
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| Acceso en línea: | http://revele.uncoma.edu.ar/index.php/lingustica/article/view/3193 |
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| Sumario: | The teaching of Spanish as an L2 in schools in indigenous contexts is not explicitly regulated in Argentina. However, this does not imply that there are no spaces where Spanish is learnt by people who have partial or no knowledge of it. In this paper, based on an interactional approach to second language teaching and learning, we analyze lessons with Wichi students in order to show how Spanish is treated in their classrooms. To this end, two cases are explored: (i) those in which the teacher is bilingual, and (ii) those in which the lesson is delivered by both a bilingual teacher and a monolingual Spanish-speaking teacher. Concretely, the analysis focuses on identifying discursive sequences in which Spanish constitutes the object of learning, contrasting both types of classrooms. The results show that, in both dynamics/cases, there are moments in which the interaction stops to adjust the relations between available repertoires (in Spanish) and those necessary for the resolution of the school task. Nevertheless, in the lessons taught by autonomous bilingual teachers, there seem to be more instances of metalinguistic reflection and bilingual speech that contextualize the use of Spanish and allow for a more meaningful appropriation of it. |
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