Natividad Hernández Muñoz es profesora titular del área de Lingüística General de la Universidad de Salamanca. Sus líneas de investigación están dedicadas el léxico desde un punto de vista psicolingüístico y sociolingüístico y a la lingüística aplicada a la enseñanza del español. Ha sido profesora e investigadora en universidades como Penn State University (EEUU), University of York o Swansea University (Reino Unido), Cairo University (Egipto), San Francisco Xavier de Chuquisaca (Bolivia), etc. De sus numerosas publicaciones destacan dos monografías sobre léxico disponible (Hacia una teoría cognitiva integrada de la disponibilidad léxica 2006), un manual universitario sobre la norma del español, la edición de un monográfico sobre variedades no dominantes de lenguas pluricéntricas en Peter Lang y multitud de artículos en revistas de alto impacto como European Journal of Cognitive Psychology, Spanish in Context, RLA, Lingüística española actual, Revista de Filología española, Foreign Language Annals, Porta linguarum, etc.
Resumen:
La disponibilidad léxica ha demostrado ser una herramienta metodológica con gran potencial para los estudios léxicos-semánticos. En sus orígenes surgió como una propuesta innovadora para la selección léxica en la enseñanza de segunda lengua. Con este objetivo, se realizaban encuestas de fluidez léxica a nativos para establecer las palabras que se deberían incorporar en los currículos de segunda lengua. A partir de entonces, el recorrido del estudio del léxico disponible en hablantes nativos y no nativos ha seguido caminos diferentes, pero con destacados aspectos en común.
En este contexto, responderemos a las siguientes preguntas: ¿cómo es el léxico disponible de un hablante no nativo? ¿Cuáles son las semejanzas y diferencias que podemos encontrar en los vocabularios disponibles de hablantes nativos y no nativos? ¿Cuáles son los resultados más relevantes y las propuestas más innovadoras en las investigaciones recientes? Todo ello nos llevará a describir el panorama actual sobre los estudios de léxico disponible en la enseñanza de segundas lenguas.
Jasone Cenoz Iragui is professor in Research Methods and Diagnosis in Education at the Faculty of Education of the University of the Basque Country. Her research revolves around bilingualism, and multilingualism in education. She is the president of the International Association of Multilingualism and has published extensively on the topic . Among her research publications we highlight: Cenoz, J., Gorter, D., & May, S. (Eds) (2017) Language Awareness and Multilingualism. Springer; Santos, A., Cenoz Iragui, J., & Gorter, D. (2017) “Communicative anxiety in English as a third language”. Journal of bilingual education and bilingualism, Vol. 20, 7, 823-836; Cenoz Iragui (2017) “Future directions in adult multilingualism”. International Journal of multilingualism, Vol. 14, 1, 1-5; Cenoz Iragui, J., & Gorter, D. (2015) Critical analysis of CLIL: talking stock and looking forward. Applied Linguistics, Vol. 35, 243-262; Cenoz Iragui & Gorter (Eds.) (2015); Multilingual education: between language learning and translanguaging. Cambridge University Press; Gorter, D., & Cenoz Iragui, J. (Eds.) (2014) Minority Languages and Multilingual Education. Springer; Cenoz Iragui, J. (2013) The influence of bilingualism on third language acquisition: Focus on multilingualism. Language teaching: The international abstracting journal for language teachers and applied linguistics, Vol. 46, 1, 71-86; Cenoz Iragui, J. (2013) “Defining Multilingualism”, Annual Review of Applied Linguistics; Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.) (2003) The Multilingual Lexicon. Kluwer Academic
Title: Softening boundaries between languages: multilingual resources in the acquisition of English as a third language
Abstract:
This presentation focuses on the acquisition of English as a third language in the context of an emergent paradigm in the study of multilingualism. This paradigm is characterized by a holistic view of multilingual speakers’ linguistic repertoires and the softening of boundaries between languages. It goes against the traditional idea of isolating the target language so as to avoid all types of interference from other languages.
In the presentation, the advantages of focusing on the students’ multilingual repertoire when learning second and third languages will be highlighted. By using resources from the whole linguistic repertoire, learners can benefit from their own multilingualism and develop metalinguistic awareness. Translanguaging is a key concept in the study of multilingualism nowadays and it is often used as the umbrella term that embraces a wide variety of theoretical and practical examples of fluid use of languages breaking with strict separation ideology both outside and inside school.In this presentation the concept of pedagogical translanguaging understood as the use of “pedagogical strategies to learn languages based on the learners’ whole linguistic repertoire” (Cenoz & Gorter, 2017: 314) will be discussed with special attention to the learning of English vocabulary and the development of metalinguistic awareness in primary and secondary school.
Jon Andoni Duñabeitia Ph.D is a researcher in Cognitive Science of Language who currently works as a Full Professor at the Facultad de Lenguas y Educación of the Universidad Nebrija. Prof. Duñabeitia is the Principal Investigator of the research group LAELE (Lingüística Aplicada a la Enseñanza de Lenguas Extranjeras). He is also an Affiliated Researcher of the Basque Center on Cognition, Brain and Language (BCBL), where he directed for some time the research group Multilingual Literacy. Selected publications: Iacozza, S., Costa, A., & Duñabeitia, J.A. (2017). What do your eyes reveal about your foreign language? Reading emotional sentences in a native and foreign language. PLoS ONE, 12(10):e0186027. Duñabeitia, J.A. (2017). Emotional diglossia in multilingual classroom environments: A proposal. Psychology and Cognitive Sciences Open Journal, 3(3), 74-78. Hansen, L. B., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J., & Bajo, M. T. (2016). Emergent bilingualism and Working Memory development in school aged children. Language Learning, 66(2), 51-75. Duñabeitia, J.A., Avilés, A., Afonso, O., Scheepers, C. & Carreiras, M. (2009). Qualitative differences in the representation of abstract versus concrete words: Evidence from the visual-world paradigm. Cognition, 110, 284-292.
Título: La diglosia emocional y cómo hacerle frente
Resumen:
Es sorprendente la manera en la que hablar una lengua extranjera altera el sistema de decisión humano y la respuesta emocional. Los aprendices de lenguas extranjeras entran y salen del aula de idiomas con un nivel de vivencias emocionales que en muchos casos podría resultar poco favorecedor para el aprendizaje. En esta charla daré algunos detalles sobre los métodos educativos innovadores e inclusivos basados en la mezcla de lenguas en el aula, y proporcionaré evidencia científica sobre cómo el uso de la lengua nativa en el contexto de aprendizaje de una nueva lengua puede servir para reducir el nivel de ansiedad de los estudiantes, sentando las bases para un mejor proceso de aprendizaje. Así, propondré un nuevo marco de trabajo en el que el uso de la lengua nativa de cada aprendiz puede utilizarse como trampolín para el aprendizaje de nuevas lenguas, y estableceré las bases neurocientíficas sobre el impacto emocional que tiene hablar una lengua diferente a la nativa.
Paul Meara is Honorary Research Fellow at Cardiff, Edinburgh and Oxford Universities. He is Honorary Fellow of the Academy of Social Sciences and Director of Lognostics. He was a founder member of the Department of Applied Linguistics at Birkbeck College, London University, where he worked from 1973-1990. He was Full Professor at Swansea University (1990-2009) where he promoted a PhD Programme on vocabulary research. Some of his most recent publications are: Meara, P. M. and Morris, S. (2014) Welsh words: Core vocabulary and phrases. Talybont, Y Lolfa; Meara, P. M. (2014) ‘Vocabulary Research in The Modern Language Journal: A Bibliometric Analysis.’ Vocabulary Learning and Instruction, 3(1), 1-28; Meara, P.M. (2014) ‘Life before Nation: Bibliometrics and L2 vocabulary studies in 1982’. In: The Functional Perspective on Language and Discourse: Applications and Implications, 247, 111; Meara, P. M. (2011) ‘Translating Lorca : A graph theory approach. Sociolinguistic Studies, 4(3), 615-633; Meara, P. M. (2011) ‘Gossamer or Bindweed?: Association links between common words.’ EuroSLA YearBook, 11(1), 94-114; Meara, P. M. (2010) The bibliometrics of vocabulary acquisition: An exploratory study. RELC Journal, 43 (1), 7-22; Meara, P. M. and Olmos-Alcoy, J. C. (2010) Words as species: An alternative approach to estimating productive vocabulary size. Reading in a Foreign Language, 22 (1): 222-236; Meara, P. M. (2009) Connected words: Word associations and second language vocabulary acquisition. Amsterdam, Benjamins.
Title: Mapping Vocabulary Research
Abstract:
Modern research on L2 vocabulary acquisition seems to have taken off in the early 1980s. However, not much research was actually being published at that time, and what work was being done looks very different from the work that is being done now. Most of the major influences in this early work are sadly forgotten, and their work rarely cited. Current research is dominated by a small group of researchers who were not active in these early days, and most young researchers seem to be unaware of where the modern research is rooted.
This paper tries to capture the history of this early period by means of a set of bibliometric maps. It uses a bibliometric method developed by Small and by White and Griffith based on co-citations rather than raw citation counts. These maps identify "hidden colleges" in the vocabulary research of the time - clusters of influence who tend to be cited together, and represent coherent strands in the research of the time. The maps allow us to identify how research priorities have changed, diversified and consolidated in more recent work. They also highlight some problems in the way bibliometric tools are increasingly being used by administrators to evaluate the work of young researchers.
