La enseñanza de cultura en el aula de L2: perspectivas y prácticas a través...

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Organized by Difusión and AATSP

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La enseñanza de cultura en el aula de L2: perspectivas y prácticas a través de proyectos

Los instructores de lengua pueden sentirse intimidados por la noción monolítica de que la cultura debe enseñarse de manera independiente en el aula de L2. Además pueden carecer de la confianza o la autoridad para presentar productos, prácticas y perspectivas culturales de manera significativa. Si se presenta el contenido cultural de manera separada del resto de la clase, se hace de manera ad hoc, sin conexión con otros objetivos del curso. A consecuencia de esto, se da una mayor "alterización" de las culturas de habla hispana.

Este webinar presentará ideas para que los instructores integren con éxito textos culturales en la clase de lengua, mitigando la necesidad percibida de tener una autoridad en la cultura en el aula. Como participantes activos en comunidades culturales, en lugar de ser simples observadores externos, los instructores y los estudiantes pueden trabajar en colaboración para interactuar con textos culturales. Mediante este enfoque en la cultura, los alumnos desarrollan habilidades de pensamiento crítico a medida que utilizan la lengua para identificar, investigar, interpretar, comparar y reflexionar sobre la relación entre los productos, las prácticas y las perspectivas de las culturas estudiadas. Los presentadores mostrarán ejemplos de materiales de instrucción y trabajo de los alumnos desde las clases de español de nivel elemental hasta avanzado que ilustran estos procesos compartidos de creación de significado.

Making Meaning of Cultures: Perspectives and Practices through Projects

Instructors can often feel intimidated by the monolithic notion that culture must be taught in the L2 classroom, and may lack the confidence, or the authority, to present cultural products, practices and perspectives in a meaningful way. If culture content is presented, it may be done so ad hoc, in a manner that is separate and distinct from other course objectives, which has the unintended consequence of the further “othering” of Spanish-speaking cultures.

This webinar will present ways for instructors to successfully integrate cultural texts in the language class, mitigating the perceived need of a cultural authority in the classroom. As active participants in cultural communities, instead of as mere outside observers, instructors and students can work collaboratively to engage with cultural texts. Through this approach to culture, learners develop critical thinking skills as they use the language to identify, investigate, interpret, compare, and reflect on the relationship between the products, practices and perspectives of the cultures studied. The presenters will show examples of instructional materials and student work from elementary to advanced level Spanish classes that illustrate these shared meaning-making processes.


Liliana Paredes PhD, Duke University.
She directs the Spanish Language Program and the Intensive Spanish Summer Institute. In the field of second language acquisition Paredes studies acquisition of vocabulary, second language assessment; experiential and community based learning. She has published GENTE NIVEL INTERMEDIO (2013) (together with Joan Munne) and edited an online volume on innovation in pedagogies of second language acquisition. Currently Paredes is working in collaboration with Myrna Iglesias and Magdalena Mejía (Universidad de las Americas, México) on the effect of collaborative learning across borders and linking communities of practice through virtual guided conversation among peers. Paredes' focus is on the role of experiential learning on language acquisition, critical thinking, and transformative learning.

As a sociolinguist, Paredes teaches and studies issues of linguistic rights in the Americas. Paredes is interested in issues of language migration, languages in contact; and linguicism.

Joan Munné, Duke University.
His areas of interest include: Second language acquisition, second Language instruction and assessment, language-learning technologies, teacher training, Spanish variation, language in contact and bilingualism, Spanish in the USA, Spanish for Heritage Speakers, cultural studies, service-Learning pedagogy, etc. His present research focuses on testing, vocabulary acquisition, the influence of technology in the process of writing for language learners in the 21rst century, and also the perceptions and impact of peer-feedback in second language teaching and learning.

Lisa M. Merschel PhD, Duke University.
At Duke since 2001, I teach all levels of Spanish language courses in the Spanish Language Program, with Task-Based teaching, Second Language Acquisition, language technologies and machine translation's impact on writing in L2 being some of the areas that interest me professionally. Of particular interest of late is critical digital pedagogy and thinking about the intersection of pedagogy, technology and education. Some of the questions that interest me are: How can we strive to make language classes and language learning more accessible to all? How can we build community within the classroom? How can we move toward syllabi that are more collaborative and less contractual in nature? For inspiration, I frequently turn to Hybrid Pedagogy. This article on the Pedagogy of Kindness captures well how I approach teaching. That is, I believe students, and I believe in students. In 2019-2020, I am working on the annotated instructor's edition for Proyectos, published by Difusión, with colleagues Joan Munné and Liliana Paredes. I have had the great pleasure of directing summer study abroad programs in Mexico and Spain in 2008, 2011, 2014 and 2017.


Sergio Troitiño


New York, USA Thu, 30 Jan 2020 at 16:00 EST
Memphis, USA Thu, 30 Jan 2020 at 15:00 CST
Denver, USA Thu, 30 Jan 2020 at 14:00 MST
Los Angeles, USA Thu, 30 Jan 2020 at 13:00 PST
Barcelona, Spain Thu, 30 Jan 2020 at 22:00 CET

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