Introduction to the Special Issue "On Communicative Skills in Foreign Language Teaching and Academic Language Instruction: Tools, Resources and Methods in the Digital Era"

Palabras clave: era digital, lenguas especializadas, enseñanza de lenguas especializadas

Resumen

This volume, as hinted by the title, adds to the current debate between foreign and academic language instruction and digital resources (or methods). Such debate has been particularly present in the last two years during Covid-19 pandemic lockdown, in which teachers and instructors have been challenged to design fully digital resources to continue with their intended syllabuses. Regardless of the outcomes of the pandemic, one silver lining is that this new situation has had an impact on pedagogical approaches, particularly those that are most significant to language instruction and practice, thus “[showing] promise for assuring that [language learners] can develop academic language proficiency” (Ranney, 2012, p. 560). The need to find effective strategies and methods, conceived to enhance language learners’ fluency and communicative (and academic) achievement, conforms to, among others, the long-standing theories on interpersonal communicative skills and language academic proficiency (Cummins 1981; 2000). These theories, especially those revolving around the so-called Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), demonstrate that linguistic resources should be necessarily adapted to the scopes of social interaction and interpersonal communication.

 

 

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Citas

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Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: towards a critical balance. TESOL Quarterly, 34(3), 537– 47. https://doi.org/10.2307/3587742

Ranney, S. (2012). Defining and Teaching Academic Language: Developments in K-12 ESL. Language and Linguistics Compass, 6(9), 560-574. https://doi.org/10.1002/lnc3.354

Richardson Bruna, K., Vann, R., & Perales Escudero M. (2007). What's language got to do with it?: A case study of academic language instruction in a high school “English Learner Science” class. Journal of English for Academic Purposes, 6(1), 36-54. https://doi.org/10.1016/j.jeap.2006.11.006

Roth, W. M. (2005). Telling in purposeful activity and the emergence of scientific language. In R.K. Yerrick, W. M. Roth (Eds.). Establishing scientific discourse communities: Multiple voices of teaching and learning research (pp. 45-71). Mahwah, NJ: Lawrence Erlbaum.

Publicado
2022-06-23
Cómo citar
Sánchez Fajardo, J., & Vargas Sierra, C. (2022). Introduction to the Special Issue "On Communicative Skills in Foreign Language Teaching and Academic Language Instruction: Tools, Resources and Methods in the Digital Era". Revista De Lenguas Para Fines Específicos, 28(1), 10-12. Recuperado a partir de https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/1517
Sección
Sección Monográfica/Special Issue