Publication: Recursos literarios para la enseñanza del rumano como segunda lengua para los niños (7-12 años) de nacionalidad española y origen rumano
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2018-10-05
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Universidad Complutense de Madrid
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Abstract
Mediante la tesis intitulada Recursos literarios para la enseñanza del rumano como segunda lengua para los niños (7-12 años) de nacionalidad española y origen rumano nos hemos propuesto presentar una nueva forma de enseñanza-aprendizaje de la lengua y la cultura rumanas, basada en una selección de textos literarios clásicos, realizada según criterios específicos marcados por la interculturalidad. La elección de textos literarios clásicos, en ausencia de textos contemporáneos de literatura para niños, se justifica a través del conocimiento previo de las obras por parte de los padres que pueden seguir la conversación con los hijos más allá del ámbito escolar. La elección de textos culturales, sobre todo con contenido histórico y geográfico, satisface un doble papel de enseñanza: muestra especial de lengua y contenido cultural que ofrece datos sobre la existencia del pueblo rumano en un espacio identificable en el mapa de Europa. Por la edad a la que nos dirigimos, hemos optado por textos épicos y líricos en detrimento de los textos dramáticos. No obstante, hemos introducido un sketch acompañado por una obra de teatro para abrir el camino, en cursos superiores, a la lectura y el estudio de este tipo de género literario...
Through the work entitled Literary Resources for Teaching Romanian as Second Language for Children (7-12 years) of Spanish Nationality and Romanian Origin we have proposed to present a new way of teaching and learning of Romanian language and culture, consisting of a selection of classic literary texts, chosen according to a specific criteria set by multiculturalism.The overall objective, presented in the second chapter, Hypothesis and goals, starts from the premise that the best way to meet the Romanian language and culture is through literature, so we have proposed a series of didactic units supported in literary texts containing elements that can arouse the interest of young readers. Literary texts have formed the basis to be exploited, in the classroom through tasks, areas of linguistic competence: competence in listening, speaking and talking; reading literacy —reading, understanding—; competition in texts composition —linguistic knowledge of orthoepy, spelling, phonics, vocabulary, grammar and semantics, plus the strategies of structuring a text in order to respond to the demands of cohesion and coherence—; and the multilingual and multicultural competence —sociolinguistic competence and multicultural aspects—.Literature is the precise form of the language that allows the pupils to assimilate the norms of spelling and punctuation as well as the correct syntax to apply it in other contexts. Literature is the key to the enrichment of vocabulary with words from all discourse registers— solemn, formal, informal, neutral, peremptory, familiar, intimate, ritual insult according to MECL, 2002: 116-117— and that has to be active...
Through the work entitled Literary Resources for Teaching Romanian as Second Language for Children (7-12 years) of Spanish Nationality and Romanian Origin we have proposed to present a new way of teaching and learning of Romanian language and culture, consisting of a selection of classic literary texts, chosen according to a specific criteria set by multiculturalism.The overall objective, presented in the second chapter, Hypothesis and goals, starts from the premise that the best way to meet the Romanian language and culture is through literature, so we have proposed a series of didactic units supported in literary texts containing elements that can arouse the interest of young readers. Literary texts have formed the basis to be exploited, in the classroom through tasks, areas of linguistic competence: competence in listening, speaking and talking; reading literacy —reading, understanding—; competition in texts composition —linguistic knowledge of orthoepy, spelling, phonics, vocabulary, grammar and semantics, plus the strategies of structuring a text in order to respond to the demands of cohesion and coherence—; and the multilingual and multicultural competence —sociolinguistic competence and multicultural aspects—.Literature is the precise form of the language that allows the pupils to assimilate the norms of spelling and punctuation as well as the correct syntax to apply it in other contexts. Literature is the key to the enrichment of vocabulary with words from all discourse registers— solemn, formal, informal, neutral, peremptory, familiar, intimate, ritual insult according to MECL, 2002: 116-117— and that has to be active...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de la Lengua y la Literatura, leída el 05/04/2017