A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)
DOI:
https://doi.org/10.21283/2376905X.1.10.1.2742Palabras clave:
Español como lengua de herencia, Ideologías lingüísticas, Pedagogía crítica, Recursos Educativos Abiertos (REA)Resumen
Este artículo subraya la urgente necesidad de implantar pedagogías críticas y abiertas en la enseñanza de lenguas, especialmente en el aula de español como lengua de herencia. Los cursos de idiomas suelen ser obligatorios en la enseñanza secundaria y superior, y suelen emplear modelos pedagógicos tradicionales estructurados por tareas gramaticales y/o comunicativas. Este estudio introduce cómo surgió la enseñanza de lenguas de herencia como campo de estudio en Estados Unidos y ofrece una visión general de las pedagogías críticas y abiertas y su conexión con los recursos educativos abiertos (REA). Se presentan pedagogías críticas y abiertas específicas para la enseñanza del español como lengua de herencia (ELH), seguidas de una mirada crítica al material existente para la enseñanza del español. Como alternativa a este material, este artículo comparte un proyecto titulado “Descubriendo El Barrio” que aborda una práctica pedagógica innovadora y productiva llevada a cabo por una clase de ELH en Lehman College, CUNY. En este proyecto, los estudiantes de ELH se convirtieron en productores de materiales auténticos de enseñanza-aprendizaje para estudiantes de español como segunda lengua (L2).
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