Conversación en lengua extranjera: un reto para el siglo XXI - Agustín Reyes Torres

Conversación en lengua extranjera:
     un reto para el siglo XXI
                 Agustín Reyes Torres
                 Departamento de Didáctica de la lengua y
                 la literatura.
                 Universitat de València
                 agustin.reyes@uv.es       @rawlin_papers

NO vemos las cosas como son,
las vemos como somos.

¿Cuántos continentes hay en nuestro planeta?

¿Cuál es el objetivo de aprender una lengua
  extranjera?
     La comunicación

“Knowledge cannot be transmitted. It can only be constructed.”
                                             Gordon Wells

El arte de conversar

            El que habla mucho y escucha mucho,
            Piensa mucho y sabe mucho

What is the most effective method of teaching?
• A good answer to this question might be that it depends on the
  goal, the student, the content, and the teacher.
• But the next best answer is,
  • having the students get involved in their own learning. That is
    active learning, having students do more than sitting in class.

• Key idea: “What the learner does is more important than
  what the teacher does.” Geoff Petty

Literacy-based Approach
• El aprendizaje de una Lengua Extranjera debe contribuir tanto a la
  formación personal y social del alumnado como al desarrollo de su
  capacidad para pensar, comprender la realidad y expresar sus ideas
  de manera oral y escrita.
• Literacy “can be seen as a process rather than a product” (Paesani
  et al, 2016, p. 12). Likewise, Kern says that it “is a process of
  creating and transforming knowledge” (2000).
• La lengua y el pensamiento van unidos (Vygostky). Son la base para
  construir el conocimiento.

Literacy-based Approach
• In sum, and in consonance with Kern and Paesani, and
  others such as as Kucer (2014), López-Sánchez (2014) and
  Brisk (2015), we can define LITERACY:
    as a dynamic and multidimensional concept whose main
    aim is to provide 21st century learners with the LANGUAGE
    SKILLS, VISUAL THINKING STRATEGIES and DIALOGIC
    ATTITUDES that are necessary to develop the KNOWLEDGE
    that allows them to evaluate information, organize ideas,
    exchange perspectives, construct meaning and reflect
    critically in a variety of sociocultural contexts.
                                               (Reyes-Torres 2018)

The development of literacy

                   Constitutional and cognitive dimension

                                  Literacy                   Sociocultural and
  The conceptual
    dimension                                               aesthetic dimension

The development of literacy
• The constitutional and cognitive dimension refers to the learner’s own
  identity, his attitude and his natural ability to approach a text and
  generate his own thoughts.
• Create the right atmosphere and trigger their interest.
• As Kucer explains, it is “the desire of the language user to participate,
  explore, discover, construct and share meaning.”
• It is the basic machinery that readers need to bring to the text in order
  to process it.
LA MENTE ES COMO UN PARACAIDAS, SOLO FUNCIONA CUANDO SE ABRE

 KIDS DON’T LEARN FROM PEOPLE THEY DON’T LIKE

The development of literacy
• The conceptual dimension is directly related to the idea of using texts
  or other multimodal resources to guide students to identify key
  words or key images (learn grammar, visual language or literary
  conventions) to be able to discuss the readings with other students.
• Differentiate the structure of a text, its genre, the topics, the main
  character or hero, the symbols…
• Give students the contents, the tools and the power to construct
  meanings and to think for themselves.
• Expresiones, idioms. “What are you up to?”
• The dot

• The sociocultural and aesthetic dimension shifts the attention from
  the text to the reader.
• Here, learners should be given the opportunity to relate the text to
  their own world of experiences. (Bakhtin)

• As Rosenblatt puts it, the meaning of any text does not lay in the work
  itself but in the reader’s interaction with it.
• Interaction with the other classmates!!
• Example: Learn to Fly Video

Goals of the Foreign Language Class
• Aesthetic learning
• The term aesthetic comes from Greek. It refers to anything that
  you perceive through your senses, your feelings or your
  intuitions.
• Can we apply the concept of aesthetics to education?

• Knowledge cannot be transmitted. It can only be
  constructed.
• It is in the end what each person learns and thinks for
  himself or herself what ultimately shapes the individual…
• El reto es guiarles a elaborar sus propias ideas, su propio
  conocimiento.

       El que habla mucho y escucha mucho,
       Piensa mucho y sabe mucho

GRACIAS
          agustin.reyes@uv.es   @rawlin_papers