Una exploración de la transferencia interlingüística de la competencia metafórica en estudiantes bilingües (español/catalán) de inglés como lengua extranjera: un caso de estudio / Exploring cross-language transfer of metaphorical skills with bilingual...
DOI:
https://doi.org/10.17398/1988-8430.27.119Abstract
Resumen:
Este caso de estudio describe el desarrollo y los resultados de una investigación diseñada con el objeto de explorar si el fenómeno de la transferencia interlingüística, que normalmente se conceptualiza en términos de las hipótesis de interdependencia y del umbral lingüístico, puede también identificarse en relación a la competencia metafórica en un contexto de enseñanza del inglés como lengua extranjera. Para este fin, se realizó un taller experimental de poesía con un grupo de estudiantes universitarios, bilingües (español/catalán) y alumnos de inglés como lengua extranjera. El taller se organizó teniendo en cuenta la lectura pedagógica que Jim Cummins (2007) sobre el fenómeno de transferencia interlingüística y su sugerencia de que puede enseñarse para la transferencia. La investigación también incluyó la realización de entrevistas semi-estructuradas con participantes, con el objeto de recopilar datos acerca de su bagaje multilingüe (español, catalán e inglés) y sobre su nivel de implicación y motivación con el taller de poesía. A pesar de la muestra reducida, los datos indicaron que, si la orientación pedagógica de la enseñanza de la lengua extranjera facilita la implicación del estudiantado, entonces la transferencia inter-lingüística también se activa en relación a la competencia metafórica.
Palabras clave: transferencia interlingüística, enseñar para la transferencia, competencia lingüística metafórica, hipótesis de interdependencia, hipótesis del umbral lingüístico, enseñanza del inglés como lengua extranjera
Abstract:
This case study aims to describe the development and findings of a research project designed to explore whether the phenomenon of cross-language transfer, regularly conceptualized in terms of the Linguistic Interdependence and Linguistic Threshold hypotheses (LIH and LTH), could also be identified vis-à-vis metaphorical language skills in an EFL educational context. An experimental English poetry workshop was developed in a university setting with a group of bilingual Spanish/Catalan EFL learners, and was designed in accordance with Jim Cummins’ (2007) pedagogical reading of cross-language transfer and his suggestion that teachers can actually teach for transfer. The research also included semi-structured interviews with the participants to inquire about their multilingual literacy background (Spanish, Catalan and EFL) and their level of engagement with the EFL poetry workshop. Despite the limited sample, data indicated that, provided the pedagogical orientation leads to learner engagement, cross-language transfer to English also applies to metaphorical language skills in an EFL educational context.
Keywords: Cross-language transfer, teaching for transfer, metaphorical language skills, Linguistic Interdependence Hypothesis, Language Threshold Hypothesis, English as a Foreign Language
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