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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
2025
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/6646 |
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| Sumario: | 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. |
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