Abstract
This paper shows the convenience of using linguistic resources in foreign language teaching based on the proximity lexicon (dialectal and local) in order to facilitate the integration of socially vulnerable immigrant groups. The social barriers facing them intensify because of lack of knowledge of the linguistic varieties of the host countries and their functions. This study is a continuation of another one published in 2019 in which we presented a theoretical model of language teaching based on the gradual introduction of specific lexical material with the aim of facilitating sociocultural adaptation. The proximity lexicon associated to communal belonging meanings was considered a powerful social inclusion tool. We worked with two student samples to confirm the efficacy of the model. In a group, the dialectal strategy was employed in a programmed and conscious manner, whereas in the other one, the control group, the model was not followed. The results are based on the answers to questions in a wellbeing questionnaire designed ad hoc to evaluate the efficacy of the proposal. The group to which the proposed system was applied showed a greater degree of social wellbeing, satisfaction and adaptation.
Highlights
Population movements have been a constant throughout the history of mankind
We present the early results of the application of a linguistic performance model, which aims, from the perspective of social dialectology, at facilitating the sociocultural integration of the more vulnerable immigrant groups by way of the teaching of the proximity lexicon in the Spanish as a foreign language (SFL) classroom
The second one—the control group—was not given language teaching based on the model
Summary
Population movements have been a constant throughout the history of mankind. from the end of the XIX century, migratory flows have intensified and brought sociolinguistic, and unexpected, consequences which merit discussion and solution in case of emerging conflicts (Moreno-Fernández 2009; Fernández-Vítores 2013; Piller 2016; EUROSTAT 2017). We present the early results of the application of a linguistic performance model, which aims, from the perspective of social dialectology, at facilitating the sociocultural integration of the more vulnerable immigrant groups by way of the teaching of the proximity lexicon (dialectal and local) in the Spanish as a foreign language (SFL) classroom. The first section of this paper is dedicated to the synthesis of the more relevant theoretical fundamentals of the model and in the second one, the results of its application in the SFL classroom are submitted. This application took place in an NGO located in the city of Malaga working with migrants under risk of social exclusion. The Linguistic Model of Social Integration Based on the Teaching of the Proximity Lexicon
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