Verbum et Lingua: Didáctica, lengua y cultura

En el nombre del Padre. Una mirada al discurso religioso en Lengua de Señas Mexicana

2025-02-28T17:42:41-06:00

El estudio de la Lengua de Señas Mexicana (LSM) es un campo en desarrollo. Si bien hoy en día conocemos más sobre su estructura gramatical, en otros aspectos es casi desconocida. Al respecto, existe un vacío en torno al papel de los grupos religiosos que desde las primeras décadas del siglo pasado han contribuido a la formación de las personas sordas a partir del uso de las señas. En este sentido, el objetivo de este trabajo es poner en el centro de la discusión la tarea de traducción/interpretación del discurso religioso (en español) a la LSM. Partimos de la idea que se requiere del conocimiento de la gramática de la LSM y de la cultura sorda, a la par de un saber teológico, es decir, de la comprensión de las figuras retóricas empleadas en los textos religiosos. Para ilustrar este fenómeno, analizamos la producción de la oración religiosa el Padre nuestro a partir de comparar las versiones que se encuentran documentadas por la congregación de religiosos claretiana de la CDMX, que datan de las últimas décadas del siglo XX hasta entrada la segunda década del siglo actual, con respecto a las producciones que empleada por intérpretes de LSM a partir del trabajo realizado por la Pastoral de sordos. Resaltamos el uso del español signado versus la LSM, así como la reflexión lingüística que se da al interior de esta pastoral para expresar una versión en LSM que asuman como propia y que pueda ser difundida en todo el país.

Primeras nociones para la elaboración de una teoría de la polifonía crítica y su configuración: un ejemplo de aplicación en Antígona González (2012), de Sara Uribe

2024-09-21T14:31:41-06:00

This paper presents the initial notions for the development of a theory of critical polyphony and its configuration within Antígona González (2012), by Sara Uribe, based on the Scandinavian Theory of Linguistic Polyphony (ScaPoLine) and Cristina Rivera Garza's necrowritings. This critical polyphony consists of the staging of various participants in discourse through voice, which is performed through a polyphonic configuration that represents social phenomena surrounding forced disappearance in Mexico. The ScaPoLine provides notions that allow us to describe the polyphonic configuration present in Antígona González and how it gives meaning to the work of its structure. Meanwhile, concepts from necro-writings and practices of communalism by Cristina Rivera Garza help us relate how polyphony is constructed in the social context from which it is written about, challenging other forms of literary production in order to question social issues marked by violence.

An approach to the state of the art in linguistic repertoires for foreign language teaching: Part One

2025-09-02T14:36:31-06:00

This is the first part of a qualitative research study employing a documentary, hermeneutic, and heuristic approach, characterized as descriptive and cross-sectional in nature. The former instruments were documents related to the selected linguistic repertoires, including scientific dissemination articles and book chapters, sourced primarily from institutional digital repositories, academic libraries, and indexed electronic journals. Using the application of an exhaustive document review technique, and bearing in mind as a criterion: relevance, validity, currency, comprehensiveness, adherence to the field of linguistics, and alignment with language teaching and/or learning processes. The main objective was to reflect on the connotation of Linguistic Repertoires (LR) for Foreign Language (FL) teaching, and plurilingualism at the hand of the identification, categorization, and description of documentary findings related to the state-of-the-art, thereby contributing to the generation of knowledge within this domain. The findings demonstrated that, 1) LR are a construction of a living and flexible expression of identity; 2) they represent a valuable pedagogical resource that enables greater epistemic justice; 3) they have an impact—either positive or negative—on foreign language teaching; and 4) the hegemonic role of the school is evident about plurilingualism and the teaching of both mother tongues and foreign languages.

Language policies aiming at the integration of non-Spanish-speaking migrants into formal education in Uruguay

2025-10-14T09:03:35-06:00

Since 2010, Uruguay has been characterised as a migrants' host country, among which the non-Spanish-speaking population is increasing. Some answers have emerged from the educational sector to address this reality: among others, Spanish as a Second and Foreign Language (SSFL) courses at Udelar (Universidad de la República) since 2012 and ANEP (Administración Nacional de Educación Pública) since 2019. Although these courses continue to the present, they may lack continuity. This article intends to analyze the legal framework of SSFL teaching to migrants and refugees (and the uniqueness of the linguistic policies regarding the Spanish language in the country) and its relationship with recent migration and refugee laws applied from a human rights perspective. Furthermore, we will approach the regulation applied to the education system through five-year official documents to monitor the tools used to ensure that migrants and refugees exercise their rights as stipulated in the aforementioned regulation. Finally, we consider that an integration model can be identified in the SSFL courses and the current regulation related to migration, refugees, and education, which can be conceived as a state-centered model. This aspect reflects an ambivalent reality: a view of the integration model with characteristics that require a State that is always ready to offer the necessary services, as well as guarantee access to the target population.

THEATER IN THE FLE CLASSROOM: SOME DIDACTIC CONSIDERATIONS IN THE MEXICAN CONTEXT

2025-10-13T17:46:38-06:00

This paper examines how theater contributes to teaching French as a foreign language (FLE), with a particular focus on Mexico. We begin with a brief overview of the history of theater as an art form, then explore the link between theater and language education. Next, we incorporate insights from experts in didactics and conclude with reflections based on our experience teaching French to Mexican learners through theater. This reflection is supported by some suggestions on how theater can be used for educational purposes.

Reflections of Elementary Teachers on Their Teaching Practices within the framework of PRONI

2025-10-30T18:28:58-06:00

This study explores the teaching practices of elementary public school English teachers within the PRONI framework. Data were collected through interviews and reflections from seven teachers in Baja California's public education system, focusing on areas such as lesson planning, teaching strategies, resource use, classroom interaction, assessment, adaptation, and classroom climate. The qualitative analysis indicates that most teachers adopt an eclectic approach, mainly incorporating the communicative method, while using PRONI to set objectives and develop personalized lessons. The findings highlight the importance of diagnostic and formative assessments, diverse materials, and strategies that promote active student participation, all within a trusting environment that encourages metacognition. Additionally, the study stresses the need to improve PRONI's adaptation to foster inclusive and relevant education, along with diversifying assessment strategies to meet the needs of a diverse student population. These insights identify key areas for improving educational quality and better preparing students for today's learning challenges.