A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)

Autori

DOI:

https://doi.org/10.21283/2376905X.1.10.1.2742

Parole chiave:

spagnolo come lingua ereditaria, Ideologie linguistiche, Risorse Didattiche Aperte, Pedagogia critica

Abstract

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).

Biografia

Inés Vañó García, Saint Anselm College

Inés Vañó García (Ph.D., The Graduate Center, CUNY) è ricercatrice di spagnolo presso il Dipartimento di Lingue e Letterature al Saint Anselm College (NH). La sua ricerca si concentra sulla storia politica dell’insegnamento dello spagnolo negli Stati Uniti. Il suo lavoro nell’ambito degli Studi Umanistici Digitali e della Pedagogia Digitale Aperta le ha permesso di collaborare con molteplici associazioni interdisciplinari, inclusa la Andrew W. Mellon CUNY Humanities Alliance e New Storytelling: The Research Institute in Digital Ethnic Studies (University of Nebraska-Lincoln, NE). Fa parte del collettivo editoriale del Journal of Interactive Technology and Pedagogy (JITP).

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Pubblicato

31.07.2023

Come citare

Vañó García, I. (2023). A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs). EuroAmerican Journal of Applied Linguistics and Languages, 10(1), 21–38. https://doi.org/10.21283/2376905X.1.10.1.2742

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