La didáctica de las ciencias es cada vez más activa, por lo que una metodología ampliamente utilizada es el Aprendizaje Basado en Problemas (ABP). Este método implica la resolución de un problema, la que se recoge en un informe denominado Informe de resolución de problemas (IRP). Para los estudiantes esta tarea representa un gran desafío, ya que implica actuar y expresarse del modo en que lo harían los expertos en el área. Es debido a esta dificultad que se hace imprescindible la orientación de los tutores a través de la retroalimentación. Existen distintos tipos y modos de retroalimentar, lo que generará un impacto en el desempeño de los estudiantes. Analizamos los comentarios evaluativos que entregan las especialistas a los estudiantes que elaboran un IRP, tanto en un borrador como en la versión final del escrito. A partir de la clasificación de comentarios escritos de Arancibia, Tapia-Ladino & Correa (2019), realizamos un análisis de los tipos y modos de comentarios evaluativos y cómo el objeto influencia el modo. Los resultados indican que, a la hora de retroalimentar, en el primer borrador las docentes centran su atención en la superficie más que en el contenido y el modo predominante es a través de órdenes. En la versión final, la retroalimentación se dirige más bien al contenido y las evaluaciones positivas y negativas aumentan. Se infiere que en la medida que los comentarios evaluativos promuevan la adecuación al género, los estudiantes se insertarán más fácilmente en la comunidad a la que han ingresado.
{"title":"Descripción de la retroalimentación de docentes de ciencias en la redacción de un Informe de resolución de problemas por ABP","authors":"Emmy Antonella González Lillo, Marcela Jarpa Azagra, Alejandra Verdejo Ibacache, Delia Cisternas Rodríguez","doi":"10.15443/rl3309","DOIUrl":"https://doi.org/10.15443/rl3309","url":null,"abstract":"La didáctica de las ciencias es cada vez más activa, por lo que una metodología ampliamente utilizada es el Aprendizaje Basado en Problemas (ABP). Este método implica la resolución de un problema, la que se recoge en un informe denominado Informe de resolución de problemas (IRP). Para los estudiantes esta tarea representa un gran desafío, ya que implica actuar y expresarse del modo en que lo harían los expertos en el área. Es debido a esta dificultad que se hace imprescindible la orientación de los tutores a través de la retroalimentación. Existen distintos tipos y modos de retroalimentar, lo que generará un impacto en el desempeño de los estudiantes. Analizamos los comentarios evaluativos que entregan las especialistas a los estudiantes que elaboran un IRP, tanto en un borrador como en la versión final del escrito. A partir de la clasificación de comentarios escritos de Arancibia, Tapia-Ladino & Correa (2019), realizamos un análisis de los tipos y modos de comentarios evaluativos y cómo el objeto influencia el modo. Los resultados indican que, a la hora de retroalimentar, en el primer borrador las docentes centran su atención en la superficie más que en el contenido y el modo predominante es a través de órdenes. En la versión final, la retroalimentación se dirige más bien al contenido y las evaluaciones positivas y negativas aumentan. Se infiere que en la medida que los comentarios evaluativos promuevan la adecuación al género, los estudiantes se insertarán más fácilmente en la comunidad a la que han ingresado.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79638707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Las estrategias de adquisición léxica implementadas en formato multimedia han sido poco estudiadas, especialmente las que se utilizan en documentos diseñados para estudiantes en nivel preescolar. El objetivo de este artículo es identificar estrategias de adquisición léxica presentes en el documento digital que complementa al libro de texto de inglés para Kínder “Calibot 2”, único en su tipo de editorial chilena. Para esto, se llevó a cabo un estudio cualitativo de diseño análisis documental a la luz de la propuesta de Nation (2007) conocida como las Four strands o cuatro hebras a partir de la que se levantaron categorías de análisis que fueron aplicadas por medio del software Nvivo12. Se encontraron 11 estrategias de adquisición léxica presentadas de forma multimedia que apoyarían la adquisición efectiva de léxico en una L2. Si bien los resultados aportan al ámbito pedagógico al promover el conocimiento de estrategias de adquisición léxica de L2 que pueden ser implementadas en formato multimedia, la presencia de estas estrategias se limita al documento analizado y sus resultados no pueden ser generalizados
{"title":"Estrategias multimedia de adquisición léxica de L2 en libro de inglés para kínder a la luz de la propuesta de Paul Nation","authors":"Viviana C. Villanueva Troncoso","doi":"10.15443/rl3310","DOIUrl":"https://doi.org/10.15443/rl3310","url":null,"abstract":"Las estrategias de adquisición léxica implementadas en formato multimedia han sido poco estudiadas, especialmente las que se utilizan en documentos diseñados para estudiantes en nivel preescolar. El objetivo de este artículo es identificar estrategias de adquisición léxica presentes en el documento digital que complementa al libro de texto de inglés para Kínder “Calibot 2”, único en su tipo de editorial chilena. Para esto, se llevó a cabo un estudio cualitativo de diseño análisis documental a la luz de la propuesta de Nation (2007) conocida como las Four strands o cuatro hebras a partir de la que se levantaron categorías de análisis que fueron aplicadas por medio del software Nvivo12. Se encontraron 11 estrategias de adquisición léxica presentadas de forma multimedia que apoyarían la adquisición efectiva de léxico en una L2. Si bien los resultados aportan al ámbito pedagógico al promover el conocimiento de estrategias de adquisición léxica de L2 que pueden ser implementadas en formato multimedia, la presencia de estas estrategias se limita al documento analizado y sus resultados no pueden ser generalizados","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81010826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En este artículo, indagamos desde un enfoque dialógico y polifónico del lenguaje (Martin & White, 2005; Voloshinov, 1929), en qué medida la Educación Sexual Integral (ESI), en la Argentina, a partir de la coyuntura inaugurada en 2015 por la marcha de “Ni Una Menos”, ha configurado un discurso emergente que ha movilizado un cambio de paradigma en las prácticas educativas formales. El análisis de dos materiales elaborados para implementar la ESI en el contexto áulico, en el marco del programa Jóvenes y Memoria, dependiente de la Comisión Provincial por la Memoria del Gobierno de la Provincia de Buenos Aires, y por el Ministerio de Educación de la Nación nos permitió observar que los cambios sociales y culturales y la ampliación de derechos en materia de género y sexualidad han dejado sus huellas en el discurso pedagógico. Sin embargo, notamos diferencias significativas entre ambos textos. Por un lado, observamos en uno de ellos un estilo heteroglósico, que abre el espacio para la polémica, la reflexión y la crítica de los sentidos ya legitimados. En cambio, el otro material mantiene un estilo monoglósico, fenómeno que clausura la circulación de sentidos alternativos. Más allá de estas diferencias, en ambos textos observamos la predominancia del discurso legal, hecho que contrasta con los materiales elaborados en una primera etapa de implementación de la ESI, en los que imperaban los discursos científicos del campo de la salud. Consideramos necesario continuar este tipo de análisis con un enfoque complementario que adopte una perspectiva etnográfica para indagar en los discursos que circulan en las prácticas educativas en el contexto áulico.
在这篇文章中，我们从对话和复调的语言方法进行了调查(Martin & White, 2005;Voloshinov, 1929)，从2015年“Ni Una Menos”游行开始的情况来看，阿根廷的整体性教育(ESI)在多大程度上配置了一种新兴的话语，动员了正规教育实践的范式转变。实现正确编写的两份材料分析方面áulico青年方案的框架内,在和省级委员会下属的记忆记忆,布宜诺斯艾利斯省政府,国家教育部,我们目睹了社会和文化改革和扩大权利的性别与性教育在讲话中,留下了他们的足迹。然而，我们注意到这两篇文章之间的显著差异。一方面，我们在其中一篇文章中观察到一种异质的风格，它为争论、反思和批判已经合法化的感官打开了空间。另一方面，另一种材料保持了一种单一的风格，这种现象关闭了其他感官的循环。除了这些差异之外，在这两篇文章中，我们观察到法律话语的主导地位，这一事实与ESI实施的第一阶段准备的材料形成了对比，在第一阶段，卫生领域的科学话语占主导地位。我们认为有必要继续这种类型的分析，采用一种互补的方法，采用人种学的视角来调查在课堂背景下的教育实践中流通的话语。
{"title":"La Educación Sexual Integral como movimiento pedagógico: tensiones entre el saber validado y las experiencias directas","authors":"Gabriel Dvoskin","doi":"10.15443/rl3308","DOIUrl":"https://doi.org/10.15443/rl3308","url":null,"abstract":"En este artículo, indagamos desde un enfoque dialógico y polifónico del lenguaje (Martin & White, 2005; Voloshinov, 1929), en qué medida la Educación Sexual Integral (ESI), en la Argentina, a partir de la coyuntura inaugurada en 2015 por la marcha de “Ni Una Menos”, ha configurado un discurso emergente que ha movilizado un cambio de paradigma en las prácticas educativas formales. El análisis de dos materiales elaborados para implementar la ESI en el contexto áulico, en el marco del programa Jóvenes y Memoria, dependiente de la Comisión Provincial por la Memoria del Gobierno de la Provincia de Buenos Aires, y por el Ministerio de Educación de la Nación nos permitió observar que los cambios sociales y culturales y la ampliación de derechos en materia de género y sexualidad han dejado sus huellas en el discurso pedagógico. Sin embargo, notamos diferencias significativas entre ambos textos. Por un lado, observamos en uno de ellos un estilo heteroglósico, que abre el espacio para la polémica, la reflexión y la crítica de los sentidos ya legitimados. En cambio, el otro material mantiene un estilo monoglósico, fenómeno que clausura la circulación de sentidos alternativos. Más allá de estas diferencias, en ambos textos observamos la predominancia del discurso legal, hecho que contrasta con los materiales elaborados en una primera etapa de implementación de la ESI, en los que imperaban los discursos científicos del campo de la salud. Consideramos necesario continuar este tipo de análisis con un enfoque complementario que adopte una perspectiva etnográfica para indagar en los discursos que circulan en las prácticas educativas en el contexto áulico.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73387892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores how a group of clinicians discursively constructs their expert stances using medical jargon as they discuss their professional practices and patients’ cases at a clinic. Guided by the discursive analytic tradition of interactional sociolinguistics, the analysis is based on naturally-occurring conversations that have been audio and video recorded during four clinical meetings in a healthcare setting in New Zealand. This paper shows that the use of medical jargon plays a vital role in constructing expert stances that address the interactional, and especially relational, needs of participants in these clinical meetings. In particular, the paper discusses the role of medical jargon in the construction of clinicians’ expert stances when building ingroup alignments, managing professional criticism and managing disagreement in peer-peer interactions. Concluding remarks offer reflections on the role of medical jargon in the construction of clinicians’ relational stance and the need to further investigate the use of specialised jargon in other contexts of peer communication.
{"title":"Expert Claims in Clinical Meetings: Analysing the Relational Role of Medical Jargon","authors":"M. Lazzaro-Salazar","doi":"10.15443/rl3203","DOIUrl":"https://doi.org/10.15443/rl3203","url":null,"abstract":"This paper explores how a group of clinicians discursively constructs their expert stances using medical jargon as they discuss their professional practices and patients’ cases at a clinic. Guided by the discursive analytic tradition of interactional sociolinguistics, the analysis is based on naturally-occurring conversations that have been audio and video recorded during four clinical meetings in a healthcare setting in New Zealand. This paper shows that the use of medical jargon plays a vital role in constructing expert stances that address the interactional, and especially relational, needs of participants in these clinical meetings. In particular, the paper discusses the role of medical jargon in the construction of clinicians’ expert stances when building ingroup alignments, managing professional criticism and managing disagreement in peer-peer interactions. Concluding remarks offer reflections on the role of medical jargon in the construction of clinicians’ relational stance and the need to further investigate the use of specialised jargon in other contexts of peer communication.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88665350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is circumscribed within a larger project and seeks to analyze the field of alcohol in youth slang in the city of Cuenca, to reflect to what extent the different terms and expressions make up a socio-cultural imaginary in which drinking is concomitant with the daily practices of young people, such as sex, drugs, food, study, sports and other forms of leisure and fun. The methodology used begins from the lexical-semantic study of a corpus of approximately 5,000 forms, through the elaboration of a taxonomy (types of drinks, quantity, consumption, states and effects), and a lexicographic analysis, which suggest the presence of semantic changes, from rhetorical figures, mainly metaphor and metonymy, which causes the joy and delight on the part of its users.
{"title":"¡Salud por el lenguaje!: la jerga juvenil y sus relaciones con el alcohol","authors":"M. Villavicencio, Miguel Novillo, Ámbar Chica","doi":"10.15443/rl3202","DOIUrl":"https://doi.org/10.15443/rl3202","url":null,"abstract":"This article is circumscribed within a larger project and seeks to analyze the field of alcohol in youth slang in the city of Cuenca, to reflect to what extent the different terms and expressions make up a socio-cultural imaginary in which drinking is concomitant with the daily practices of young people, such as sex, drugs, food, study, sports and other forms of leisure and fun. The methodology used begins from the lexical-semantic study of a corpus of approximately 5,000 forms, through the elaboration of a taxonomy (types of drinks, quantity, consumption, states and effects), and a lexicographic analysis, which suggest the presence of semantic changes, from rhetorical figures, mainly metaphor and metonymy, which causes the joy and delight on the part of its users.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75343808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article is to provide a first approach to the phenomenon of divergence by borrowing in the modality category in three Polynesian languages. Thus, we revised some forms originated by borrowing to express certain modal values in Rapa Nui and explored whether this phenomenon occurs in other two Polynesian languages with similar sociolinguistic features: Tahitian and Māori. Following a functional approach, we described concisely the manners these languages use to express epistemic and deontic modality, based on examples obtained from grammatical descriptions of those languages, as well as examples from a Rapa Nui corpus. We conclude that, in the case of the modality category, Rapa Nui presents divergence due to its contact to Spanish. Similarly, we present these results in the light of Matras proposals about borrowing in the TAM categories.
{"title":"Divergencia en la expresión de modalidad epistémica y deóntica en tres lenguas polinésicas","authors":"David Javier Poveda Becerra","doi":"10.15443/rl3209","DOIUrl":"https://doi.org/10.15443/rl3209","url":null,"abstract":"The aim of this article is to provide a first approach to the phenomenon of divergence by borrowing in the modality category in three Polynesian languages. Thus, we revised some forms originated by borrowing to express certain modal values in Rapa Nui and explored whether this phenomenon occurs in other two Polynesian languages with similar sociolinguistic features: Tahitian and Māori. Following a functional approach, we described concisely the manners these languages use to express epistemic and deontic modality, based on examples obtained from grammatical descriptions of those languages, as well as examples from a Rapa Nui corpus. We conclude that, in the case of the modality category, Rapa Nui presents divergence due to its contact to Spanish. Similarly, we present these results in the light of Matras proposals about borrowing in the TAM categories.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84433645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Velasco, Oihane Korres Alonso, Visitación Pereda Herrero
In the context of a larger project whose purpose was to comparatively analyze the associations of returnees in different autonomous communities, the need arose to specifically analyze the websites of these groups from a semiotic, discursive and communicational approach. The project required the creation of an analysis model based on a bibliographic review that would allow studying the sites in a comprehensive manner and that would take into account the new communicational paradigms (web 3.0). After exploring analysis models based on obsolete paradigms (web 1.0 and web 2.0), this research shows the design and validation of a website analysis proposal, in which two perspectives are differentiated and correlated: the technical aspects of the cyber genre and its discursive characteristics.
{"title":"Diseño y validación de un modelo de análisis de sitios web","authors":"E. Velasco, Oihane Korres Alonso, Visitación Pereda Herrero","doi":"10.15443/rl3205","DOIUrl":"https://doi.org/10.15443/rl3205","url":null,"abstract":"In the context of a larger project whose purpose was to comparatively analyze the associations of returnees in different autonomous communities, the need arose to specifically analyze the websites of these groups from a semiotic, discursive and communicational approach. The project required the creation of an analysis model based on a bibliographic review that would allow studying the sites in a comprehensive manner and that would take into account the new communicational paradigms (web 3.0). After exploring analysis models based on obsolete paradigms (web 1.0 and web 2.0), this research shows the design and validation of a website analysis proposal, in which two perspectives are differentiated and correlated: the technical aspects of the cyber genre and its discursive characteristics.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77401423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is part of a large research on the changes presented in Argentina’s political communication since 2001 to date. Our aim is, in the first place, to investigate these transformations and determine in which realm they belong: within discourse (use of language) or, in a more general way, within political practices. Secondly, we evaluate the importance of such transformations and the eventual need for adjustments in conceptualizations that, in Argentina, discourse analysts have been using for many years. Our working hypothesis dictates that, beyond certain apocalyptic readings regarding a supposed lost of specificity in political discourse, it keeps its distinctive features and, therefore, we can argue that classical definitions have not become obsolete, but they need to be explained in detail for a better understanding of the new modalities in political practices (as in Fairclough, 2003). To verify our hypothesis, we analyse a corpus conformed by Facebook posts taken from the accounts of the two main candidates in 2019 Argentine presidential election. We contrast our results with the classical definitions of political discourse and some new explanations that propose an un-politicization of political discourse in XXI. We adopt Social Semiotics as main theoretical framework with a multimodal perspective.
{"title":"Cambios y permanencias en el discurso político argentino: el caso de la campaña electoral 2019","authors":"Rocío Flax, Julia Zullo","doi":"10.15443/rl3213","DOIUrl":"https://doi.org/10.15443/rl3213","url":null,"abstract":"This paper is part of a large research on the changes presented in Argentina’s political communication since 2001 to date. Our aim is, in the first place, to investigate these transformations and determine in which realm they belong: within discourse (use of language) or, in a more general way, within political practices. Secondly, we evaluate the importance of such transformations and the eventual need for adjustments in conceptualizations that, in Argentina, discourse analysts have been using for many years. Our working hypothesis dictates that, beyond certain apocalyptic readings regarding a supposed lost of specificity in political discourse, it keeps its distinctive features and, therefore, we can argue that classical definitions have not become obsolete, but they need to be explained in detail for a better understanding of the new modalities in political practices (as in Fairclough, 2003). To verify our hypothesis, we analyse a corpus conformed by Facebook posts taken from the accounts of the two main candidates in 2019 Argentine presidential election. We contrast our results with the classical definitions of political discourse and some new explanations that propose an un-politicization of political discourse in XXI. We adopt Social Semiotics as main theoretical framework with a multimodal perspective.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87783200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to study the treatment of phraseological units in general ideological dictionaries of Spanish. The final aim is to verify if the lexicographic conception of this practice, based on the total and global integration of the lexicon, really offers advantages for lexicon retrieval and storage, in a holistic and useful way for linguistic coding and decoding. Methodologically, we will take on microstructure issues: lematization, semantic value of hyperonymic label and morphological typology of phraseological units.
{"title":"Recuperación fraseológica en los diccionarios onomasiológicos del español","authors":"María Águeda Moreno Moreno","doi":"10.15443/rl3204","DOIUrl":"https://doi.org/10.15443/rl3204","url":null,"abstract":"The purpose of this paper is to study the treatment of phraseological units in general ideological dictionaries of Spanish. The final aim is to verify if the lexicographic conception of this practice, based on the total and global integration of the lexicon, really offers advantages for lexicon retrieval and storage, in a holistic and useful way for linguistic coding and decoding. Methodologically, we will take on microstructure issues: lematization, semantic value of hyperonymic label and morphological typology of phraseological units.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73384709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Roxana Cecilia Orrego Ramírez, Manuel Fernando Rubio Manríquez, Ricardo Luciano Úbeda Menichetti, Sixto Eduardo Yáñez Pastén, Stephanie Natalia Castillo Ramos
The origins of teacher training programs in Chile have not been addressed in depth apart from Vivanco’s studies (2012, 2016). Even though these studies explore the development of these programs in Chile from a chronological perspective, there are no qualitative studies that consider senior academics’ narrations. This qualitative study reconstructs the trajectory of teacher training programs in Chile from a series of interviews with 25 academics in charge of these programs. Results were analyzed in three different periods: 1960-1973, 1973-1990, and 1990 to 2019. Results, discussed in a political and academic context, reveal that these teacher training programs have evolved in a sociopolitical context, generating a series of tensions that substantially impact these training programs. The study finishes with the statement of a series of questions aimed at reflecting upon the state of the art in Chile’s training programs.
{"title":"Trayectoria histórica de la formación inicial de profesores de inglés 1960-2019: el discurso de los académicos","authors":"Roxana Cecilia Orrego Ramírez, Manuel Fernando Rubio Manríquez, Ricardo Luciano Úbeda Menichetti, Sixto Eduardo Yáñez Pastén, Stephanie Natalia Castillo Ramos","doi":"10.15443/rl3201","DOIUrl":"https://doi.org/10.15443/rl3201","url":null,"abstract":"The origins of teacher training programs in Chile have not been addressed in depth apart from Vivanco’s studies (2012, 2016). Even though these studies explore the development of these programs in Chile from a chronological perspective, there are no qualitative studies that consider senior academics’ narrations. This qualitative study reconstructs the trajectory of teacher training programs in Chile from a series of interviews with 25 academics in charge of these programs. Results were analyzed in three different periods: 1960-1973, 1973-1990, and 1990 to 2019. Results, discussed in a political and academic context, reveal that these teacher training programs have evolved in a sociopolitical context, generating a series of tensions that substantially impact these training programs. The study finishes with the statement of a series of questions aimed at reflecting upon the state of the art in Chile’s training programs.","PeriodicalId":40963,"journal":{"name":"Logos-Revista de Linguistica Filosofia y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79372376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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