Segundas Lenguas e inmigración
Learning a new language can become an exciting activity characterized by a full personal development. It can become an obligation if it is part of a study program, but it is also a primary necessity for huge social groups who, for various reasons, have to live and work or study in a country with a different language. In that sense, language and language learning can be conceived as a tool for personal development and social change. Knowing and using a second language (L2) implies introducing substantial changes in our own life conditions, accessing to information and, consequently, altering our environment.
Nonetheless, foreign language teaching does not always consider this group of citizens’ needs and requirements in an appropriate way. Based on arguments such us prejudices and social stereotypes ,immigrants are often left out of the standard programs of foreign language teaching because it is thought that they lack the training and the economic resources other language students have. Immigrants’ linguistic needs are not enough highlighted, due to the negative image they have as individuals with many lacks.
When an immigrant student is characterized, the most stressed aspects are usually socio-economic and cultural components. Thus, the contextual variables determining the way they learn and use a L2 in a direct contact with the second language community, are ignored. This situation sets enough communicative requirements so as to define specific linguistic descriptions about the use of language in those contexts.
Research in this field provide us with tools allowing us to identify and select linguistic contents, design didactic sequences, programs and materials adapted to immigrant students’ needs.
However, if we do not take the provided works as the point of departure, neither investigation nor didactics will improve. The objective of this site is to make easy the access to a part of those works. We intend to offer a selection of works, documents and didactic resources for the use of teachers, researchers and students who are interested in studying the second language or in dealing with the knowledge of some basic components in depth.
Teaching and learning a new language may comprise exciting activities in which people from different cultures and origins are brought together. For us, those tools are also useful to try to change the world where we live. We hope the people we address to can take advantage of this initiative and, above all, that it can help improve the learning of a second language by immigrant workers and their families.
Second Languages and Immigration
|CON EL APOYO DE|
|Universidad de Málaga. Cursos para extranjeros.|
|Universidad de Deusto. Cursos y jornadas de lengua para inmigrantes|
|Universidad de Alcalá. Departamento de Filología.|
|Universidad de Alicante. Departamento de Filología Española, Lingüística General y Teoría de la Literatura.|
|Universidad Complutense Madrid. Facultad de Educación. Departamento de didáctica de la(s) lengua(s) y la(s) literatura(s).|
|UNED Departamento de lengua española y lingúística general.|
|Asociación Española de Lingüística Aplicada.|
|Asociación para la Enseñanza del Español como Lengua Extranjera.|
|Observatorio Atrium Linguarum.|
|Universidad Autónoma de Madrid. Facultad de formación del profesorado y educación. Área de filología inglesa.|
|Universitat Pompeu Fabra. Departament de Traducció i Filologia.|