Grammar at the higher level. Classrooms permitted of senses
<p class="western" align="justify"><span><span style="color: #353637;"><span><span style="font-family: 'Liberation Sans', serif;"><span style="font-size: small;"><span><span><span><sp...
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| Format: | Article |
| Language: | English |
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Instituto de Letras Alfredo Veiravé, Facultad de Humanidades, Universidad Nacional del Nordeste
2021-11-01
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| Series: | Cuadernos de Literatura |
| Subjects: | |
| Online Access: | https://revistas.unne.edu.ar/index.php/clt/article/view/5697 |
| _version_ | 1811241064796782592 |
|---|---|
| author | Raquel Alarcón |
| author_facet | Raquel Alarcón |
| author_sort | Raquel Alarcón |
| collection | DOAJ |
| description | <p class="western" align="justify"><span><span style="color: #353637;"><span><span style="font-family: 'Liberation Sans', serif;"><span style="font-size: small;"><span><span><span><span>This article aims to share some dynamics of Spanish grammar classrooms, understood as teaching and learning environments in which the specific contents of the subject intersect with theoretical and methodological categories from the field of semiotics, allowing us to highlight the meanings and the senses of the language in use. Our research on grammar and its relationships with neighboring disciplines take as a basis for analysis and reflection lexical pieces, phrases and dialect sentences that exhibit in discursive materializations the marks of a cultural and linguistic miscegenation. Key concepts such as border, daily life, experience, conversation and stories, put into articulations with principles and operations of functional grammar –text, context, options and resources, interactions, register, social actors– and the textual phenomena of coherence, cohesion, adequacy allow to build a consistent plot to sift the grammatical and lexical dimensions supported by an approach of interoperability or interfaces between the different levels or dimensions. We thus favor the construction of a device for studying and working with the language to justify ways of teaching grammar at the higher level from and towards interactions and effective uses in various contexts –face-to-face and virtual–, supported by metalinguistic reflections and contributions of critical pedagogy. </span></span></span></span></span></span></span></span></span></p> |
| first_indexed | 2024-04-12T13:31:08Z |
| format | Article |
| id | doaj.art-6d2a665d4d4f47c2bb0a7610f8b5e76a |
| institution | Directory Open Access Journal |
| issn | 0326-5102 2684-0499 |
| language | English |
| last_indexed | 2024-04-12T13:31:08Z |
| publishDate | 2021-11-01 |
| publisher | Instituto de Letras Alfredo Veiravé, Facultad de Humanidades, Universidad Nacional del Nordeste |
| record_format | Article |
| series | Cuadernos de Literatura |
| spelling | doaj.art-6d2a665d4d4f47c2bb0a7610f8b5e76a2022-12-22T03:31:11ZengInstituto de Letras Alfredo Veiravé, Facultad de Humanidades, Universidad Nacional del NordesteCuadernos de Literatura0326-51022684-04992021-11-0101721810.30972/clt.01756975153Grammar at the higher level. Classrooms permitted of sensesRaquel Alarcón0Universidad Nacional de Misiones<p class="western" align="justify"><span><span style="color: #353637;"><span><span style="font-family: 'Liberation Sans', serif;"><span style="font-size: small;"><span><span><span><span>This article aims to share some dynamics of Spanish grammar classrooms, understood as teaching and learning environments in which the specific contents of the subject intersect with theoretical and methodological categories from the field of semiotics, allowing us to highlight the meanings and the senses of the language in use. Our research on grammar and its relationships with neighboring disciplines take as a basis for analysis and reflection lexical pieces, phrases and dialect sentences that exhibit in discursive materializations the marks of a cultural and linguistic miscegenation. Key concepts such as border, daily life, experience, conversation and stories, put into articulations with principles and operations of functional grammar –text, context, options and resources, interactions, register, social actors– and the textual phenomena of coherence, cohesion, adequacy allow to build a consistent plot to sift the grammatical and lexical dimensions supported by an approach of interoperability or interfaces between the different levels or dimensions. We thus favor the construction of a device for studying and working with the language to justify ways of teaching grammar at the higher level from and towards interactions and effective uses in various contexts –face-to-face and virtual–, supported by metalinguistic reflections and contributions of critical pedagogy. </span></span></span></span></span></span></span></span></span></p>https://revistas.unne.edu.ar/index.php/clt/article/view/5697gramáticasemióticafronterasenseñanzareflexión metalingüística |
| spellingShingle | Raquel Alarcón Grammar at the higher level. Classrooms permitted of senses Cuadernos de Literatura gramática semiótica fronteras enseñanza reflexión metalingüística |
| title | Grammar at the higher level. Classrooms permitted of senses |
| title_full | Grammar at the higher level. Classrooms permitted of senses |
| title_fullStr | Grammar at the higher level. Classrooms permitted of senses |
| title_full_unstemmed | Grammar at the higher level. Classrooms permitted of senses |
| title_short | Grammar at the higher level. Classrooms permitted of senses |
| title_sort | grammar at the higher level classrooms permitted of senses |
| topic | gramática semiótica fronteras enseñanza reflexión metalingüística |
| url | https://revistas.unne.edu.ar/index.php/clt/article/view/5697 |
| work_keys_str_mv | AT raquelalarcon grammaratthehigherlevelclassroomspermittedofsenses |