RIUdeG Colección:https://hdl.handle.net/20.500.12104/944982026-04-04T21:27:38Z2026-04-04T21:27:38ZThe uses of indigenous language and the school experience in urban schools in the Metropolitan Zone of Guadalajara. Views and attitudes of teachers.https://hdl.handle.net/20.500.12104/946812023-09-01T19:43:33ZTítulo: The uses of indigenous language and the school experience in urban schools in the Metropolitan Zone of Guadalajara. Views and attitudes of teachers.; Los usos de la lengua indígena y la experiencia escolar en planteles urbanos de la Zona Metropolitana de Guadalajara. Miradas y actitudes de docentes.
Descripción: The insertion of groups of indigenous peoples of Mexico into the cities offers them the possibility of schooling, but they face several difficulties to achieve it. The incorporation of migrants from these peoples into city schools takes place in a framework of inequality because ethnic diversity is not taken into account. Factors such as segregation, discrimination, or lack of knowledge of Spanish influence the schooling of students of indigenous origin. Some teachers consider that reading and writing in Spanish is a determining factor for the school development of migrant students to the detriment of the use of the indigenous language. Thus, the indigenous language plays a relevant role in the schooling of these students, in their school achievement and in the ways in which they are perceived and represented.
This article describes the role that teachers assign to the indigenous language in the schooling processes of migrants of ethnic origin in schools in the Metropolitan Zone of Guadalajara (ZMG). The perceptions of teachers collected during an ethnographic research conducted in an elementary school in the city are presented. The conditions of schooling of students of indigenous origin were followed up, including the opinions of the teaching staff. Through observations and interviews with the teaching staff, we identified the various dimensions of indigenous language in the schooling process, such as a marker of ethnic belonging, national pride. The study identified the various dimensions of indigenous language in the schooling process, such as a marker of ethnic belonging, national pride, an obstacle to school development, a factor of discrimination or a limiting factor for learning Spanish, among others.; La inserción de grupos de pueblos originarios de México a las ciudades les ofrece la posibilidad de escolarización, pero enfrentan diversas dificultades para lograrla. La incorporación de migrantes de estos pueblos a escuelas citadinas se da en un marco de desigualdad por no considerar la diversidad étnica. Factores como la segregación, la discriminación o el desconocimiento del español influyen en la escolarización de los alumnos de origen indígena. Algunos docentes consideran que leer y escribir en español es un factor determinante para el desarrollo escolar de los alumnos migrantes en detrimento del uso de la lengua indígena. Así, la lengua indígena tiene un papel relevante en la escolarización de estos estudiantes, en su aprovechamiento escolar y en las formas en que son percibidos y representados.
Este artículo describe el papel que el personal docente asigna a la lengua indígena en procesos de escolarización de migrantes de origen étnico en escuelas de la Zona Metropolitana de Guadalajara (ZMG). Se exponen percepciones de docentes recolectadas durante una investigación de corte etnográfico realizada en una escuela primaria de la ciudad. Se realizó un seguimiento a las condiciones de escolarización de alumnos de origen indígena, incluyendo opiniones del cuerpo docente. A través de observaciones y entrevistas al personal docente, se identifican las diversas dimensiones que cobra la lengua indígena en el proceso de escolarización, tales como un marcador de pertenencia étnica, un orgullo nacional, un obstáculo para el desarrollo escolar, un factor de discriminación o una limitante para el aprendizaje del español, entre otras.
Intercultural education in Tunisian secondary education: A winding path. Possible solutionshttps://hdl.handle.net/20.500.12104/946802023-09-01T19:43:33ZTítulo: Intercultural education in Tunisian secondary education: A winding path. Possible solutions; L’enseignement interculturel dans le secondaire tunisien : une voie sinueuse. Solutions envisageables
Descripción: In the Tunisian context, teaching interculturality in French class is an increasingly difficult task, especially after the various social and political transformations that the country is under going. The teacher finds himself, ad hoc, faced with both learning difficulties and professional short comings. It iseven, according to the surveys conducted, incapable of remedying the problemslinked to interculturality. The currentstudyaims to identify the didactic obstacles encountered in French class and to present appropriate solutions to the Tunisian context. Among the eminent results of analysis wespecify: insufficient preparation of teachers to face the needs and expectations of their students. And a highly assumed predilection for the development of linguistic and discursive skills of learners while neglecting intercultural education.; Dans le contexte tunisien, enseigner l’interculturalité en classe de français est une tâche de plus en plus difficultueuse surtout après les différentes transformations sociales et politiques que subit le pays. L’enseignant se trouve, ad hoc, devant des difficultés à la fois apprenantes et des insuffisances professionnelles. Il est même, selon les enquêtes dirigées, incapable de remédier aux problèmes liés à l’interculturel. L’actuelle étude a pour objectif d’identifier les obstacles didactiques rencontrés en classe de français et de présenter des solutions appropriées au contexte tunisien. Parmi les éminents résultats d’analyse nous précisons : une insuffisante préparation des enseignants à affronter les besoins et attentes de leurs élèves et une prédilection hautement assumée pour le développement des compétences langagières et discursives des apprenants tout en négligeant l’enseignement interculturel.Buea, an English-Speaking Metropolis at the Heart of the “Anglophone Crisis”: an Attempt to Describe a Linguistic Hotbed in (re) constructionhttps://hdl.handle.net/20.500.12104/946792023-09-01T19:43:32ZTítulo: Buea, an English-Speaking Metropolis at the Heart of the “Anglophone Crisis”: an Attempt to Describe a Linguistic Hotbed in (re) construction; Buea, metropole Anglophone au cœur de la «crise anglophone» : tentative de description d’un foyer linguistique en (re) construction
Descripción: A tentative of representation of the social space of Buea, a Cameroonian metropolis located in the English-speaking area and experiencing a socio-political crisis known as "anglophone crisis", is the subject of this study. This is based on the verification of the precept according to which the State is a glottophagous monster which decides the fate of languages ??on its soil. However, the example of Buea turns out to be an atypical case where it is rather Pidgin-English, a language basterdized, vilified and even hunted down by the State, which gives the pawn to the official languages (English and French) ??of foreign origin which nevertheless benefit from all kinds of favors. The study also shows that the current linguistic context of Buea is constantly evolving, favoring, as well as other endogenous languages, the regression of the bakweri, language of the natives and first occupants of this city.Fortunately, Pidgin-English, the language of rallying, linguistic decolonization and integration, is there to wash away this affront to endogenous languages. It even goes so far as to assume the function of "buffer language" between French and English in Buea; easing the tensions created by the angry of English speakers toward French at the start of the "English crisis" in Cameroon. For these reasons and many more, Pidgin-English, like its hybrid twin, the Mboa (Camfranglais), deserves more consideration from the guarantor of the country's language policy.; Un essai de représentation de l’espace social de Buéa, une métropole camerounaise située en zone anglophone et en proie à une crise sociopolitique dite « anglophone », fait l’objet de cette étude. Celle-ci repose sur la vérification du précepte selon lequel l’État est un monstre glottophage qui décide du destin des langues sur son terroir. Pourtant, l’exemple de Buéa se révèle être un cas atypique où c’est plutôt le pidgin-english, une langue batârdisée, vilipendée et même traquée par l’État qui dame le pion aux langues officielles(le français et l’anglais) d’origines étrangères qui bénéficient pourtant de toutes sortes de faveurs et de prestiges octroyés par l’État. L’étude montre également que le contexte linguistique actuel de Buea évolue constamment, favorisant, comme c’est du reste le cas avec les autres langues endogènes, la régression du bakweri, langue des autochtones et occupants premiers de cette ville. Heureusement que le pidgin-english, langue de ralliement, de décolonisation linguistique et d’intégration est là pour laver cet affront subi par les langues identitaires. Elle va même jusqu’à assumer la fonction de « langue tampon » entre le français et l’anglais à Buéa apaisant les tensions nées de l’exécration des locuteurs anglophones envers le français au début de la « crise anglophone » au Cameroun. Pour ces raisons et bien d’autres encore, le pidgin-english tout comme sa jumelle hybride le Mboa (camfranglais) en zone francophone méritent plus d’égard de la part du garant de la politique linguistique du pays.Interpreting Studies: an interdisciplinary approachhttps://hdl.handle.net/20.500.12104/946782023-09-01T19:43:31ZTítulo: Interpreting Studies: an interdisciplinary approach; Los estudios de interpretación: una apuesta a la interdisciplinariedad
Descripción: Cross-lingustic interpretation has been a key part for human development, as well for the relations among our peers. Nonetheless, research about interpreting has not yet gained much interest despite being a practice that could be studied from different perspectives which, in turn, could help understand phenomena related only and solely to interpreting between two languages, as well as phenomena shared with other communicative practices where other language different from the mother language is implied. This paper presents the theoretical basis of a doctoral project inquiring about the use and representation of Spanish and English as working languages during two interpreting practices carried out by interpreting students. In addition, a brief explanation of the methodology is presented, as well as some conclusions, specifically the evidence of cross-linguistic priming during interpreting, that allow a dialogue between different disciplines such as Psycholinguistics, Bilingualism, and Corpus Linguistics.; La práctica de la interpretación interlingüística ha sido una pieza fundamental para el desarrollo humano y el desarrollo de las relaciones humanas. No obstante, la investigación en torno a esta práctica no ha gozado el mismo interés en comparación con los estudios realizados en textos escritos, a pesar de poder abordar la práctica interpretativa desde diferentes perspectivas que ayuden a comprender, desde fenómenos propios y particulares de esta práctica, hasta fenómenos compartidos en otras prácticas comunicativas donde se implique otra lengua diferente a la materna. Este artículo presenta las bases teóricas que guiaron un trabajo doctoral en torno al uso y representación del español y el inglés como lenguas de trabajo empleadas durante dos prácticas de interpretación realizadas por alumnos en formación como intérpretes. De igual manera, se presenta de manera breve la metodología que se siguió, además de algunas conclusiones, específicamente la detección de efectos de priming interlingüístico, que permiten establecer un diálogo entre diferentes disciplinas como la psicolingüística, el bilingüismo y la lingüística de corpus.