IDENTIDADES CULTURALES DE ESTUDIANTES INMIGRANTES EN EL VOCABULARIO DE LIBROS DE TEXTO DE INGLÉS A TRAVÉS DE ASOCIACIONES PROTOTÍPICAS
Palabras clave:
vocabulario cultural, aprendices inmigrantes, libros de texto de ILE, asociaciones prototípicas, multilingüismoAgencias Financiadoras:
Investigación financiada por FEDER/ Ministerio de Ciencia, Innovación y Universidades, and Agencia Estatal de Investigación. Referencia, PGC2018-095260-B-100.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 académica. 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 precedentes (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 el aula. Por esta razón, dado que los prototipos semánticos están centrados en la categorización del 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 prototípicas mediante dos categorías semánticas: actividades de tiempo libre y festividades . Los resultados sugieren que: (i) la cultura meta es dominante, mientras que las culturas de los estudiantes inmigrantes apenas se incluyen en los materiales; (ii) hay similitudes y diferencias con respecto a los aspectos culturales extraídos a través de 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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