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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/177176
Propuesta didáctica: Storytelling como práctica culturalmente receptiva en aulas cultural y lingüísticamente diversas de inmersión dual de Carolina del Norte, USA
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[spa] Este trabajo presenta una propuesta didáctica basada en el enfoque de enseñanza culturalmente receptiva que pretende aprovechar la diversidad lingüística y cultural de los estudiantes de ELE inscritos en programas de inmersión dual en escuelas elementales de Carolina del Norte, USA; esto con el fin de potenciar sus procesos de adquisición del español y ampliar su visión sobre las diversas culturas presentes en su aula. Para sentar la base teórica de la presente propuesta, se presenta una contextualización sobre la Enseñanza Culturalmente Receptiva en los Estados Unidos, al igual que se da una explicación de la técnica del Teaching proficiency through Reading and Storytelling (TPRS) que ha inspirado la propuesta y finalmente se caracteriza a los hablantes de herencia hispana dada su relevancia dentro del contexto de enseñanza del que ha emergido la misma. El resultado es una secuencia didáctica en la que se tiene en cuenta no sólo el nivel de lengua la población meta, sino varias características culturales que entran en diálogo mediante historias contadas, posibilitando procesos comparativos y reflexivos por parte de los estudiantes y una consecuente concienciación sobre la diversidad cultural de sus pares y de sus familias.
[eng] We present a didactic proposal based on the Culturally Responsive Teaching approach that aims to take advantage of the linguistic and cultural diversity of learners of Spanish as a Foreign Language within dual immersion programs in elementary schools in North Carolina, USA. This in order to enhance their Spanish acquisition processes and broaden their vision of the various cultures present in their classroom. The theoretical basis that supports this proposal, begins with a contextualization of Culturally Responsive Teaching in the United States, as well as the explanation of the technique of Teaching Proficiency through Reading and Storytelling (TPRS) that has inspired this proposal. Finally, a definition of Hispanic heritage speakers is given due their relevance within the teaching context from which this proposal has emerged. The result is a didactic sequence in which not only the target population's level of language is taken into account, but also various cultural characteristics that dialogue through stories told, enabling comparative and reflective processes in the students and a consequent awareness about the cultural diversity of their peers and their families.
[eng] We present a didactic proposal based on the Culturally Responsive Teaching approach that aims to take advantage of the linguistic and cultural diversity of learners of Spanish as a Foreign Language within dual immersion programs in elementary schools in North Carolina, USA. This in order to enhance their Spanish acquisition processes and broaden their vision of the various cultures present in their classroom. The theoretical basis that supports this proposal, begins with a contextualization of Culturally Responsive Teaching in the United States, as well as the explanation of the technique of Teaching Proficiency through Reading and Storytelling (TPRS) that has inspired this proposal. Finally, a definition of Hispanic heritage speakers is given due their relevance within the teaching context from which this proposal has emerged. The result is a didactic sequence in which not only the target population's level of language is taken into account, but also various cultural characteristics that dialogue through stories told, enabling comparative and reflective processes in the students and a consequent awareness about the cultural diversity of their peers and their families.
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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera del "Centro Universitario Internacional de Barcelona (UNIBA)" Adscrit a la Universitat de Barcelona. Curs: 2019-2021, Tutora: Olivia Espejel Nonell
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RIAÑO TOLOZA, Carolina. Propuesta didáctica: Storytelling como práctica culturalmente receptiva en aulas cultural y lingüísticamente diversas de inmersión dual de Carolina del Norte, USA. [consulta: 27 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/177176]