A didactic proposal to explore Spanish sounds in the grammar classroom (L1)

This article outlines a didactic proposal designed for the higher level, specifically for teachers and Bachelor’s degrees in Literature and, on the other hand, reflects on classroom interventions as strategies for constructing knowledge withing a situated teaching-learning process from a local varie...

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Autor principal: Zurlo, Adriana A.
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras 2025
Materias:
español del Nordeste argentino (NEA)
planificación lingüístico-educativa
glotopolítica
yeísmo
secuencia didáctica
Northeastern Argentine Spanish (NEA)
linguistic-educational planning
Glottopolitics
yeismo
didactic sequence
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/6646
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-66462025-04-14T15:10:54Z A didactic proposal to explore Spanish sounds in the grammar classroom (L1) Una propuesta didáctica para explorar fonos de español en la clase de gramática (L1) Zurlo, Adriana A. español del Nordeste argentino (NEA) planificación lingüístico-educativa glotopolítica yeísmo secuencia didáctica Northeastern Argentine Spanish (NEA) linguistic-educational planning Glottopolitics yeismo didactic sequence This article outlines a didactic proposal designed for the higher level, specifically for teachers and Bachelor’s degrees in Literature and, on the other hand, reflects on classroom interventions as strategies for constructing knowledge withing a situated teaching-learning process from a local variety of Spanish (L1). In the classroom, the study of phonic elements of Spanish, training for attentive listening to one's own and other people's phones, and the investigation into phenomena of phonetic-phonological variation in local speech are often overshadowed by concerns such as correct writing and pronunciation. This paper proposes an analysis of the didactic sequence implemented as a grammatical instrument aimed at regulating linguistic practices and approaches to studying Spanish sounds (L1), particularly those related to the palatal area. The corpus is made up of class records, teaching materials (questionnaires, presentation templates, conceptual syntheses and tutorials) and student productions –specifically, rewritings. Este artículo delinea una propuesta didáctica diseñada para el nivel superior, específicamente para profesorado y licenciatura en Letras y, a su vez, reflexiona a partir de la misma sobre las intervenciones en el aula como estrategias de agenciamiento de saberes durante un proceso situado de enseñanza-aprendizaje desde una variedad local de español (L1). En el aula, el estudio de elementos fónicos del español, el entrenamiento para la escucha atenta de fonos propios y ajenos, y la indagación sobre fenómenos de variación fonética-fonológica en el habla local están relegados quizás por la primacía de preocupaciones como la correcta escritura y pronunciación. Aquí proponemos analizar la secuencia didáctica implementada como instrumento lingüístico orientado a regular prácticas lingüísticas y modos de estudiar fonos de español (L1), especialmente aquellos vinculados al área palatal. El corpus está conformado por registros de clase, materiales didácticos (cuestionarios, plantillas de presentación, síntesis conceptuales y tutoriales) y las producciones –reescrituras– estudiantiles. Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras 2025-03-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html https://revistas.unne.edu.ar/index.php/clt/article/view/6646 10.30972/clt.256646 Cuadernos de Literatura; No. 25 (2024): Diciembre Cuadernos de Literatura; Núm. 25 (2024): Diciembre Cuadernos de Literatura; n. 25 (2024): Diciembre 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/6646/7718 Derechos de autor 2025 Cuadernos de Literatura
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic español del Nordeste argentino (NEA)
planificación lingüístico-educativa
glotopolítica
yeísmo
secuencia didáctica
Northeastern Argentine Spanish (NEA)
linguistic-educational planning
Glottopolitics
yeismo
didactic sequence
spellingShingle español del Nordeste argentino (NEA)
planificación lingüístico-educativa
glotopolítica
yeísmo
secuencia didáctica
Northeastern Argentine Spanish (NEA)
linguistic-educational planning
Glottopolitics
yeismo
didactic sequence
Zurlo, Adriana A.
A didactic proposal to explore Spanish sounds in the grammar classroom (L1)
topic_facet español del Nordeste argentino (NEA)
planificación lingüístico-educativa
glotopolítica
yeísmo
secuencia didáctica
Northeastern Argentine Spanish (NEA)
linguistic-educational planning
Glottopolitics
yeismo
didactic sequence
author Zurlo, Adriana A.
author_facet Zurlo, Adriana A.
author_sort Zurlo, Adriana A.
title A didactic proposal to explore Spanish sounds in the grammar classroom (L1)
title_short A didactic proposal to explore Spanish sounds in the grammar classroom (L1)
title_full A didactic proposal to explore Spanish sounds in the grammar classroom (L1)
title_fullStr A didactic proposal to explore Spanish sounds in the grammar classroom (L1)
title_full_unstemmed A didactic proposal to explore Spanish sounds in the grammar classroom (L1)
title_sort didactic proposal to explore spanish sounds in the grammar classroom (l1)
description This article outlines a didactic proposal designed for the higher level, specifically for teachers and Bachelor’s degrees in Literature and, on the other hand, reflects on classroom interventions as strategies for constructing knowledge withing a situated teaching-learning process from a local variety of Spanish (L1). In the classroom, the study of phonic elements of Spanish, training for attentive listening to one's own and other people's phones, and the investigation into phenomena of phonetic-phonological variation in local speech are often overshadowed by concerns such as correct writing and pronunciation. This paper proposes an analysis of the didactic sequence implemented as a grammatical instrument aimed at regulating linguistic practices and approaches to studying Spanish sounds (L1), particularly those related to the palatal area. The corpus is made up of class records, teaching materials (questionnaires, presentation templates, conceptual syntheses and tutorials) and student productions –specifically, rewritings.
publisher Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
publishDate 2025
url https://revistas.unne.edu.ar/index.php/clt/article/view/6646
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