El giro pedagógico en la investigación sobre la transferencia interlingüística: Repensando las hipótesis de interdependencia y del umbral lingüístico / The pedagogical turn in the research on cross-language transfer: Re-thinking the Language Interdepende
DOI:
https://doi.org/10.17398/1988-8430.23.1.201Palabras clave:
transferencia interlingüística, hipótesis de interdependencia lingüística, hip / cross-language transfer, linguistic interdependence hypothesis, linguistic threshold hypothesis, second language acquisition, foreign language education, language pedagogy.Resumen
Resumen
Este artículo contrapone los dos posicionamientos opuestos que encontramos en la literatura sobre las hipótesis de interdependencia y la del umbral lingüístico en el campo de la adquisición de segundas lenguas y la enseñanza de lenguas extranjeras. El artículo resume primero la interpretación ortodoxa de estos dos conceptos, junto con sus consecuencias prácticas y teóricas. Después se describe el rasgo más distintivo del modelo alternativo de Jim Cummins: su énfasis en la dimensión pedagógica y en el impacto que ésta tiene en la transferencia interlingüística. Según este modelo alternativo, la naturaleza y la calidad de la exposición a la L2 (no el tiempo de exposición o el nivel L2 del estudiante) sería el factor más determinante en el grado de transferencia conseguida. Esta dimensión pedagógica se expone mediante tres niveles de análisis diferentes, a los que acompañan dos estudios concretos que aportan evidencia empírica. En la última sección se introduce la hipótesis de un Umbral pedagógico como un desarrollo lógico de las ideas ya expuestas.
Abstract: This article dwells on the opposing alignments that can be found in the literature on the Linguistic Interdependence (LIH) and Linguistic Threshold (LTH) hypotheses, in the field of second language acquisition and foreign language education. First, the prevailing, orthodox rendition of these two concepts is examined briefly, together with its theoretical and practical consequences. After this, the most distinctive characteristic of Jim Cummins’s alternative framework is described, i.e., its emphasis on the pedagogical dimension and on its impact on cross-language transfer. According to this view, the quality and nature of the exposure to L2 (not time-exposure or student L2 level) would be the most significant factor vis-à-vis the degree of language transfer generated. This pedagogical dimension is explained in terms of three different levels of analysis, and two concrete studies are described, as experimental evidence. In the last section, a Pedagogical Threshold Hypothesis is finally presented as a logical development of the ideas exposed.
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