Linguistics and Ideology: Language Teaching Over Time
This paper takes a look at the teaching of literacy in the first years of schooling within the framework of three generational periods: the 1950s-70s, the early years of the 21st century, and the post-COVID-19 pandemic. Thus, school textbooks and class notebooks used in two particular localities are...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Córdoba
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/almamater/article/view/42991 |
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I10-R289-article-429912025-11-30T21:52:42Z Linguistics and Ideology: Language Teaching Over Time Lingüística e ideología: la enseñanza de la lengua a través del tiempo Torres Vassallo, Abril Gerez, Esperanza del Valle educación glotopolítica ideología Lengua Española variación lingüística education glottopolitics ideology Spanish Language linguistic variation This paper takes a look at the teaching of literacy in the first years of schooling within the framework of three generational periods: the 1950s-70s, the early years of the 21st century, and the post-COVID-19 pandemic. Thus, school textbooks and class notebooks used in two particular localities are analyzed: Hernando, province of Córdoba and Aimogasta, province of La Rioja, as well as interviews with teachers. Based on the aforementioned sources, the analysis is carried out on the way in which teaching strategies and tools have been modified, and how the ideologies and viewpoints that are perpetuated by the dominant power group in each era are reflected in the learning content. This is presented in dialogue with the notions of glottopolitics, linguistic ideology, normativity, among others. Finally, the role played by linguistic variation in each of these moments according to the current paradigm is also observed. En el presente trabajo se realiza un recorrido por la enseñanza de la lectoescritura en los primeros años de escolarización en el marco de tres épocas generacionales: los años 1950-70, los primeros años del siglo XXI y la pospandemia de COVID-19. De esta manera, se analizan manuales escolares y cuadernos de clase utilizados en dos localidades particulares: Hernando, Córdoba y Aimogasta, La Rioja, además de entrevistas a docentes. A partir de las fuentes mencionadas, se lleva a cabo un análisis acerca de la manera en la que se han modificado las estrategias y herramientas de enseñanza, y cómo las ideologías y puntos de vista que son perpetuados por el grupo de poder dominante en cada época se ven reflejados en los contenidos de aprendizaje. Esto se presenta en diálogo con las nociones de glotopolítica, ideología lingüística, normatividad, entre otras. Por último, también se observa el papel que cumple la variación lingüística en cada uno de estos momentos según el paradigma vigente. Universidad Nacional de Córdoba 2023-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/almamater/article/view/42991 Alma Máter. Student journal of Research in Linguistics; Vol. 3 No. 2 (2023): Dialogues between language and education Alma Máter. Revista estudiantil sobre investigaciones lingüísticas; Vol. 3 Núm. 2 (2023): Publicación N.° 5: Diálogos entre lenguaje y educación 2718-8477 spa https://revistas.unc.edu.ar/index.php/almamater/article/view/42991/43918 Derechos de autor 2023 Abril Torres Vassallo, Esperanza del Valle Gerez https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-289 |
| container_title_str |
Alma Máter. Revista estudiantil sobre investigaciones lingüísticas |
| language |
Español |
| format |
Artículo revista |
| topic |
educación glotopolítica ideología Lengua Española variación lingüística education glottopolitics ideology Spanish Language linguistic variation |
| spellingShingle |
educación glotopolítica ideología Lengua Española variación lingüística education glottopolitics ideology Spanish Language linguistic variation Torres Vassallo, Abril Gerez, Esperanza del Valle Linguistics and Ideology: Language Teaching Over Time |
| topic_facet |
educación glotopolítica ideología Lengua Española variación lingüística education glottopolitics ideology Spanish Language linguistic variation |
| author |
Torres Vassallo, Abril Gerez, Esperanza del Valle |
| author_facet |
Torres Vassallo, Abril Gerez, Esperanza del Valle |
| author_sort |
Torres Vassallo, Abril |
| title |
Linguistics and Ideology: Language Teaching Over Time |
| title_short |
Linguistics and Ideology: Language Teaching Over Time |
| title_full |
Linguistics and Ideology: Language Teaching Over Time |
| title_fullStr |
Linguistics and Ideology: Language Teaching Over Time |
| title_full_unstemmed |
Linguistics and Ideology: Language Teaching Over Time |
| title_sort |
linguistics and ideology: language teaching over time |
| description |
This paper takes a look at the teaching of literacy in the first years of schooling within the framework of three generational periods: the 1950s-70s, the early years of the 21st century, and the post-COVID-19 pandemic. Thus, school textbooks and class notebooks used in two particular localities are analyzed: Hernando, province of Córdoba and Aimogasta, province of La Rioja, as well as interviews with teachers. Based on the aforementioned sources, the analysis is carried out on the way in which teaching strategies and tools have been modified, and how the ideologies and viewpoints that are perpetuated by the dominant power group in each era are reflected in the learning content. This is presented in dialogue with the notions of glottopolitics, linguistic ideology, normativity, among others. Finally, the role played by linguistic variation in each of these moments according to the current paradigm is also observed. |
| publisher |
Universidad Nacional de Córdoba |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/almamater/article/view/42991 |
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2024-09-03T22:42:53Z |
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