Immigrant learners’ cultural identities in the vocabulary input of efl textbooks through prototypical associations

  1. María Daniela Cifone Ponte 1
  2. Jaqueline Mora Guarín 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Año de publicación: 2021

Número: 21

Páginas: 14-51

Tipo: Artículo

DOI: 10.12795/ELIA.2021.I21.03 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Elia: Estudios de lingüística inglesa aplicada

Resumen

En las últimas décadas, la integración de las culturas meta y origen en los libros de texto de inglés como lengua extranjera (ILE) ha recibido enorme atención académic a. Sin embargo, a pesar de que se han conseguido muchos avances en este respecto, la cultura origen del alumno sigue siendo aquella que es más predominante en el aula, incluso en aquellos países donde la inmigración ha alcanzado cifras sin precedente s (Suarez Orozco, 2001; McKay, 2003). Esto plantea algunos desafíos a la hora de seleccionar el vocabulario de los libros de texto y promover la diversidad en aula. Por esta razón, dado que los prototipos semánticos están centrados en la categorización de l léxico mental (Taylor, 1989; Aitchison, 2003), pueden arrojar luz sobre qué palabras culturales se están incluyendo y cuáles deberían de ser integradas en sus contenidos para promover la integración y el equilibrio cultural. Este estudio tiene como objetivo examinar si las culturas de los estudiantes inmigrantes se evidencian en la enseñanza de vocabulario de dos libros de texto de ILE utilizados en La Rioja, España, y analizar si estas identidades culturales se representan a través de asociaciones prototíp icas mediante dos categorías semánticas: actividades de tiempo librey festividades. Los resultados sugieren que: (i) la cultura meta es dominante, mientras que las culturas de los estudiantes inmigr antes apenas se incluyen en los materiales; (ii) hay similitudes y diferencias con respecto a los aspectos culturales extraídos a travésde asociaciones prototípicas en los dos libros de texto seleccionados; y (iii) los aspectos de identidad cultural son escasos debido a que la mayor parte del vocabulario de los libros de texto de ILE se centra en la cultura meta. Este trabajo tiene implicaciones para las editoriales y los estudiantes multilingües, ya que proporciona información sobre el desequilibrio cultural que se evidencia en los libros de ILE a través de asociaciones de palabras prototípicas.

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Información de financiación

This research has been generously supported by FEDER/ Ministerio de Ciencia, Innovación y Universidades, and Agencia Estatal de Investigación under Grant PGC2018-095260-B-100.

Financiadores

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