Grammar at the higher level. Classrooms permitted of senses

This article aims to share some dynamics of Spanish grammar classrooms, understood as teaching and learning environments in which the specific contents of the subject intersect with theoretical and methodological categories from the field of semiotics, allowing us to highlight the meanings and the s...

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Autor principal: Alarcón, Raquel
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras 2021
Materias:
Gramática
Semiótica
Fronteras
Enseñanza
Reflexión metalingüística
Grammar
Semiotics
Borders
Teaching
Metalinguistic reflection
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/5697
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
id I48-R154-article-5697
record_format ojs
spelling I48-R154-article-56972023-08-02T15:30:10Z Grammar at the higher level. Classrooms permitted of senses Gramática en el nivel superior. Aulas permeadas de sentidos Alarcón, Raquel Gramática Semiótica Fronteras Enseñanza Reflexión metalingüística Grammar Semiotics Borders Teaching Metalinguistic reflection This article aims to share some dynamics of Spanish grammar classrooms, understood as teaching and learning environments in which the specific contents of the subject intersect with theoretical and methodological categories from the field of semiotics, allowing us to highlight the meanings and the senses of the language in use. Our research on grammar and its relationships with neighboring disciplines take as a basis for analysis and reflection lexical pieces, phrases and dialect sentences that exhibit in discursive materializations the marks of a cultural and linguistic miscegenation. Key concepts such as border, daily life, experience, conversation and stories, put into articulations with principles and operations of functional grammar –text, context, options and resources, interactions, register, social actors– and the textual phenomena of coherence, cohesion, adequacy allow to build a consistent plot to sift the grammatical and lexical dimensions supported by an approach of interoperability or interfaces between the different levels or dimensions. We thus favor the construction of a device for studying and working with the language to justify ways of teaching grammar at the higher level from and towards interactions and effective uses in various contexts –face-to-face and virtual–, supported by metalinguistic reflections and contributions of critical pedagogy. El presente artículo pretende compartir algunas dinámicas de las aulas de gramática del español, entendidas como ambientes de enseñanza y de aprendizaje en los cuales los contenidos específicos de la asignatura se entrecruzan con categorías teóricas y metodológicas del campo de la semiótica, permitiéndonos poner de relieve las significaciones y los sentidos de la lengua en uso. Nuestras investigaciones acerca de la gramática y sus relaciones con disciplinas colindantes toman como base de análisis y reflexión piezas léxicas, sintagmas y enunciados dialectales que exhiben en materializaciones discursivas las marcas de un mestizaje cultural y lingüístico. Conceptos clave como frontera, vida cotidiana, experiencia, conversación y relatos, puestos en articulaciones con principios y operaciones de la gramática funcional –texto, contexto, opciones y recursos, interacciones, registro, actores sociales– y los fenómenos textuales de coherencia, cohesión, adecuación permiten construir una trama consistente para tamizar las dimensiones gramaticales y lexicales apoyadas en un abordaje de interoperabilidad o interfaces entre los distintos niveles o dimensiones. Favorecemos así la construcción de un dispositivo de estudio y trabajo con la lengua para justificar modos de enseñar gramática en el nivel superior desde y hacia las interacciones y los usos efectivos en diversos contextos –presenciales y virtuales–, sostenidos en reflexiones metalingüísticas y en los aportes de la pedagogía crítica. Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras 2021-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unne.edu.ar/index.php/clt/article/view/5697 10.30972/clt.0175697 Cuadernos de Literatura; Núm. 17 (2021): Noviembre; 2-18 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/5697/5367 Derechos de autor 2021 Cuadernos de Literatura
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Gramática
Semiótica
Fronteras
Enseñanza
Reflexión metalingüística
Grammar
Semiotics
Borders
Teaching
Metalinguistic reflection
spellingShingle Gramática
Semiótica
Fronteras
Enseñanza
Reflexión metalingüística
Grammar
Semiotics
Borders
Teaching
Metalinguistic reflection
Alarcón, Raquel
Grammar at the higher level. Classrooms permitted of senses
topic_facet Gramática
Semiótica
Fronteras
Enseñanza
Reflexión metalingüística
Grammar
Semiotics
Borders
Teaching
Metalinguistic reflection
author Alarcón, Raquel
author_facet Alarcón, Raquel
author_sort Alarcón, Raquel
title Grammar at the higher level. Classrooms permitted of senses
title_short Grammar at the higher level. Classrooms permitted of senses
title_full Grammar at the higher level. Classrooms permitted of senses
title_fullStr Grammar at the higher level. Classrooms permitted of senses
title_full_unstemmed Grammar at the higher level. Classrooms permitted of senses
title_sort grammar at the higher level. classrooms permitted of senses
description This article aims to share some dynamics of Spanish grammar classrooms, understood as teaching and learning environments in which the specific contents of the subject intersect with theoretical and methodological categories from the field of semiotics, allowing us to highlight the meanings and the senses of the language in use. Our research on grammar and its relationships with neighboring disciplines take as a basis for analysis and reflection lexical pieces, phrases and dialect sentences that exhibit in discursive materializations the marks of a cultural and linguistic miscegenation. Key concepts such as border, daily life, experience, conversation and stories, put into articulations with principles and operations of functional grammar –text, context, options and resources, interactions, register, social actors– and the textual phenomena of coherence, cohesion, adequacy allow to build a consistent plot to sift the grammatical and lexical dimensions supported by an approach of interoperability or interfaces between the different levels or dimensions. We thus favor the construction of a device for studying and working with the language to justify ways of teaching grammar at the higher level from and towards interactions and effective uses in various contexts –face-to-face and virtual–, supported by metalinguistic reflections and contributions of critical pedagogy.
publisher Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
publishDate 2021
url https://revistas.unne.edu.ar/index.php/clt/article/view/5697
work_keys_str_mv AT alarconraquel grammaratthehigherlevelclassroomspermittedofsenses
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first_indexed 2022-08-19T12:07:24Z
last_indexed 2024-08-21T22:37:42Z
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