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.1.10.1.2742Parole chiave:
spagnolo come lingua ereditaria, Ideologie linguistiche, Risorse Didattiche Aperte, Pedagogia criticaAbstract
L’articolo evidenzia l’urgente bisogno dell’attuazione di pedagogie critiche ed aperte nell’insegnamento delle lingue, in particolar modo nella classe di spagnolo come lingua ereditaria. I corsi di lingua spesso sono obbligatori nell’istruzione secondaria e universitaria e solitamente adottano modelli pedagogici strutturati su esercizi di grammatica e/o di comunicazione. Questo studio illustra come l’insegnamento delle lingue ereditarie sia emerso come campo di studi negli Stati Uniti e propone una breve rassegna delle pedagogie critiche ed aperte e la loro relazione con le risorse didattiche aperte (Open Educational Resources, OERs). L’articolo introduce le pedagogie critiche ed aperte per l’insegnamento dello spagnolo come lingua ereditaria e offre uno sguardo critico sui materiali esistenti per l’insegnamento. Come alternativa a tali materiali, il documento presenta il progetto intitolato “Alla scoperta di El Barrio”, che riguarda una pratica didattica innovativa realizzata da una classe di spagnolo come lingua ereditaria presso il Lehman College, CUNY. All’interno del progetto, gli apprendenti di spagnolo come lingua ereditaria sono diventati gli ideatori di materiali d’insegnamento e di apprendimento autentici, per apprendenti dello spagnolo come lingua seconda (L2).
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