Linguistic mediation in the Community of Andalusia
Fecha
2024-09-20
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Jaén: Universidad de Jaén
Resumen
En este trabajo se pretende analizar como el término mediación lingüística se ha introducido en el día a día de profesores de Secundaria. Primeramente, se estudiará la historia del término y cómo éste ha sido relacionado en el ámbito lingüístico hasta llegar al educativo. A continuación, se describirá el término en educación y las diferentes tipologías que se contempla. En tercer lugar, como este concepto se ha incluido en el currículum de enseñanzas regladas primaria, secundaria, y bachillerato, desde su mención en el Marco Común Europeo de Referencia para las lenguas (MCER). Finalmente, este estudio teórico conducirá a la creación de un cuestionario como instrumento de investigación, con el fin de analizar el grado de especialización que tienen los profesores con especialidad en Inglés de Secundaria en el término, las actividades que incluyen, y así poder hacer un análisis de las deficiencias que pueden estar ocurriendo dentro de los institutos.
This paper aims to analyze how the term linguistic mediation has been introduced into the day to day of secondary teachers. First, the history of the term and how it has been related in the linguistic field until reaching the educational field will be studied. Next, the term in education and the different typologies that are contemplated will be described. Thirdly, as this concept has been included in the curriculum of regulated primary, secondary, and baccalaureate education, since its mention in the Common European Framework of Reference for Languages (CEFR). Finally, this theoretical study will lead to the creation of a questionnaire as a research instrument, in order to analyze the degree of specialization that teachers with a specialty in Secondary English have in the term, the activities they include, and thus be able to make an analysis of the deficiencies that may be occurring within the institutes.
This paper aims to analyze how the term linguistic mediation has been introduced into the day to day of secondary teachers. First, the history of the term and how it has been related in the linguistic field until reaching the educational field will be studied. Next, the term in education and the different typologies that are contemplated will be described. Thirdly, as this concept has been included in the curriculum of regulated primary, secondary, and baccalaureate education, since its mention in the Common European Framework of Reference for Languages (CEFR). Finally, this theoretical study will lead to the creation of a questionnaire as a research instrument, in order to analyze the degree of specialization that teachers with a specialty in Secondary English have in the term, the activities they include, and thus be able to make an analysis of the deficiencies that may be occurring within the institutes.