Abstract
Para abordar los desafíos en la enseñanza del español y otros idiomas en el Reino Unido, sostenemos que es muy importante que los profesores aspiren a desarrollar recursos educativos de acceso abierto. Crear nuestros propios materiales y compartirlos con otros profesores facilitaría una respuesta ágil, colaborativa y solidaria a las necesidades del aula. También haría posible que hubiera una mayor cantidad y variedad de materiales destinados a promover el aprendizaje y la reflexión sobre la sostenibilidad y la descolonización en el contexto de la enseñanza de lenguas. Estas son premisas derivadas de la experiencia trabajando con estudiantes de español en una universidad del Reino Unido, un reto que implica una oportunidad de aprender desde y sobre la diversidad y darle respuesta. Las pedagogías antirracistas que apoyan la diversidad requieren un enfoque inclusivo, creativo y adaptativo y una amplia colección de material actualizado periódicamente. Los contextos de enseñanza de idiomas deben poder captar ágilmente los debates y los acontecimientos sociales, políticos, científicos y ambientales del día a día más allá de los límites convencionales, a menudo establecidos por los libros de texto que se utilizan. Los profesores de idiomas podemos ser vectores de transformación haciendo posible una mejor representación de determinadas comunidades y de sus problemas, normalmente apenas visibles. Con instrumentos adecuados, esa enseñanza que valora la sostenibilidad y la descolonización puede ir más allá de nuestras aulas. Spanish Bytes, una plataforma digital abierta con una agenda flexible e inclusiva, creada por la autora de este trabajo, se propone como un espacio adecuado para el desarrollo de contenidos que respondan de forma oportuna a la diversidad en el aula y en el mundo hispanohablante. Con el fin de ilustrar su utilidad y relevancia, se presentan algunos ejemplos de rediseño de contenidos, derivados de reflexiones y lecturas que exploran la diversidad en sus múltiples dimensiones, con recursos en los que la descolonización, la sostenibilidad y las contribuciones de los estudiantes son dimensiones importantes del trabajo. Usaremos estos ejemplos como base para perfilar una enseñanza de lenguas que pueda verdaderamente considerarse sostenible.
To address the challenges in teaching Spanish and other languages in the UK, we argue that it is very important for teachers to aim to develop open access educational resources. Creating our own materials and sharing them with other teachers would facilitate an agile, collaborative and supportive response to classroom needs. It would also enable a greater quantity and variety of materials to promote learning and reflection on sustainability and decolonisation in the context of language teaching. These are premises derived from the experience of working with Spanish language students in a UK university, a challenge that implies an opportunity to learn from and respond to diversity. Anti-racist pedagogies that support diversity require an inclusive, creative and adaptive approach and a wide range of regularly updated material. Language teaching contexts must be able to nimbly capture everyday social, political, scientific and environmental debates and developments beyond the conventional boundaries often set by the textbooks in use. Language teachers can be vectors of transformation by enabling better representation of particular communities and their often barely visible problems. With the right tools, such teaching that values sustainability and decolonisation can go beyond our classrooms. Spanish Bytes, an open digital platform with a flexible and inclusive agenda, created by the author of this work, is proposed as a suitable space for the development of content that responds in a timely manner to diversity in the classroom and in the Spanish-speaking world. In order to illustrate its usefulness and relevance, some examples of content redesign are presented, derived from reflections and readings that explore diversity in its multiple dimensions, with resources in which decolonisation, sustainability and student contributions are important dimensions of the work. We will use these examples as a basis for outlining language teaching that can truly be considered sustainable.
To address the challenges in teaching Spanish and other languages in the UK, we argue that it is very important for teachers to aim to develop open access educational resources. Creating our own materials and sharing them with other teachers would facilitate an agile, collaborative and supportive response to classroom needs. It would also enable a greater quantity and variety of materials to promote learning and reflection on sustainability and decolonisation in the context of language teaching. These are premises derived from the experience of working with Spanish language students in a UK university, a challenge that implies an opportunity to learn from and respond to diversity. Anti-racist pedagogies that support diversity require an inclusive, creative and adaptive approach and a wide range of regularly updated material. Language teaching contexts must be able to nimbly capture everyday social, political, scientific and environmental debates and developments beyond the conventional boundaries often set by the textbooks in use. Language teachers can be vectors of transformation by enabling better representation of particular communities and their often barely visible problems. With the right tools, such teaching that values sustainability and decolonisation can go beyond our classrooms. Spanish Bytes, an open digital platform with a flexible and inclusive agenda, created by the author of this work, is proposed as a suitable space for the development of content that responds in a timely manner to diversity in the classroom and in the Spanish-speaking world. In order to illustrate its usefulness and relevance, some examples of content redesign are presented, derived from reflections and readings that explore diversity in its multiple dimensions, with resources in which decolonisation, sustainability and student contributions are important dimensions of the work. We will use these examples as a basis for outlining language teaching that can truly be considered sustainable.
Translated title of the contribution | Sustainable Education: Responding to Diversity Inside and Outside the Spanish Classroom |
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Original language | Spanish |
Title of host publication | Avances investigadores y pedagógicos sobre la enseñanza del español: aportes desde el contexto universitario británico |
Editors | Carlos Soler Montes, Rocío Díaz-Bravo, Vicens Colomer i Domínguez |
Publisher | Research-publishing.net |
Chapter | 7 |
Pages | 129-153 |
DOIs | |
Publication status | Published - 15 Aug 2022 |
Keywords
- Sustainability
- Inclusion
- Diversity
- decolonization
- Co-Creation