LOS ESTUDIANTES EXTRANJEROS Y SU PROCESO DE APRENDIZAJE DEL ESPAÑOL EN COLOMBIA: PRIMEROS INDICIOS DEL TRANSLANGUAJEO

Jaddy Brigitte Nielsen Niño

doi:10.1590/1981-5794-1804-3

Abstract

RESUMEN El presente artículo tiene como propósito estudiar el uso de translanguaging en el que en esta investigación se ha decidido traducir como translanguajeo determinado de acuerdo al desempeño sociolingüístico y el aprendizaje de un grupo de 22 estudiantes extranjeros que adquieren el español como lengua extranjera en una universidad colombiana. En este artículo se define el translanguajeo como un recurso estratégico determinado dentro de los procesos de aprendizaje de una lengua distinta a la materna, en este caso el español. Se recogieron los datos por medio de la observación directa, se realizaron entrevistas semiestructuradas a los participantes y se recolectaron algunos documentos que utilizaron los estudiantes en su proceso de aprendizaje del español. Los datos se analizaron de manera inductiva por medio de categorías de análisis determinadas desde los conceptos, temas y relaciones, con el fin de dar respuesta óptima a las preguntas de investigación. Concluyendo que el translanguajeo es un fenómeno que influye en el desarrollo de la lengua extranjera.

Highlights

Learning and teaching a foreign language and the complex multicultural processes that take place in the contexts in which they occur need to be adequately understood through careful study
Interviews were conducted randomly with foreign students, who in some cases were asked in English or Spanish so that they would feel comfortable and calm in answering each of the previously established questions, since the interview has four types of questions: eight (8) general, two (2) examples, two (2) structural and three (3) of contrast
In the first eight (8) general questions it was identified that the participating students were enrolled in different programs of the University such as: Mechanical Engineering, Industrial Engineering, Architecture and Human Sciences, in addition several of them were of American origin United States), Asian (China) and European (Belgium, Germany, Netherlands and France) in turn commented that they had a stipulated period of time to remain in Colombia from six (6) months to one (1) year

Summary

Introduction

Learning and teaching a foreign language and the complex multicultural processes that take place in the contexts in which they occur need to be adequately understood through careful study. More in the background of this discussion are the problems related to the cultural content of language learning Those who defend the unique use of the foreign language in the contexts of their learning usually overlook the fact that the use of the foreign language brings with it the content of the culture of those who speak it. This cultural content can prevail if it is handled in a unique way and restricts the use of the mother tongue, the cultural comparison consequences, affect in the learner its own cultural knowledge and its identity. The reflection on how to make the learning of a foreign language result in truly additive processes (LAMBERT, 1974), both linguistic and cultural, is at the centre of the pedagogical decisions that are faced for a foreign language teacher day by day

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Conclusion