Lenguaje coloquial e identidad Un marco teórico para fomentar la competencia sociolingüística de L2 a través de la traducción
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Este marco teórico exploratorio se centra en la presencia marginal del lenguaje informal en el currículo de lenguas extranjeras (L2) y aboga por su inclusión a través de tareas de traducción para desarrollar la agencia y la competencia sociolingüística del alumnado. A la vez, pretende facilitar el desarrollo de la identidad de los alumnos en la L2, dado que la capacidad de alternar entre varios estilos y registros (incluso los registros informales) puede ser una manera de demostrar la pertenencia a un determinado grupo (Regan, 1996, 2010). En el aprendizaje en el aula, los estudiantes tienden a utilizar registros formales, lo que puede presentar desafíos comunicativos en sus interacciones cotidianas con hablantes nativos en otros registros (Mougeon et al., 2010), y afectar a su agencia y la confianza en sí mismos si consideran que la lengua que utilizan no es adecuada. La traducción desplaza el centro de atención hacia las decisiones que subyacen a la selección de determinadas variantes pragmalingüísticas o sociolingüísticas frente a otras, y cómo repercute en el estilo y el mensaje de dicho texto. Cuando se le encomienda la tarea de establecer equivalencias, el estudiantado interactúa con la indexicalidad de la lengua, mejorando así su comprensión del significado social y simbólico de la variación sociolingüística. Por lo tanto, esta investigación se sitúa en la intersección de la agencia del alumnado y el uso del lenguaje informal en la L2, el papel de la traducción en la enseñanza de la L2 como herramienta para introducir el lenguaje informal en su aprendizaje, y la relación entre la competencia sociolingüística y su identidad en el contexto de la L2.
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