A model for integrating language and knowledge of the world: learning through language
The objective of this work is to show how through the practice of certain discursive strategies it is possible for the student of Spanish as a foreign language to understand a complex text as a whole, get closer to the essential meanings and awaken the spirit critical. From the new teaching / learni...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2021
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/DeSignosySentidos/article/view/10805 |
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| Sumario: | The objective of this work is to show how through the practice of certain discursive strategies it is possible for the student of Spanish as a foreign language to understand a complex text as a whole, get closer to the essential meanings and awaken the spirit critical. From the new teaching / learning design that the MCER and the PCIC suppose with regard to the integration of the concepts of interculturality and social knowledge, the presence, in the PCIC, of the concepts of the LSF and its waste when proposing a socially oriented learning of the language. The application is carried out on the concept of citizenship, so it is explained what the contents of the Education for Citizenship course consist of (as regards the Spanish State) and its relevance to teach linguistic and intercultural competences is justified. Finally, the theoretical approach is exemplified with an analysis of three textbook fragments based on Halliday's metafunctions. We conclude with a reflection on the real possibilities of linking language and society and of, as proposed in functionalism, “learning through language” also a foreign language. |
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