Seminar 2.3 – Multilingualism, The Philippines and Linguistic Tools and International Convention on Philippine Literature in Spanish

Description

This seminar is composed of 2 seminar sessions and an International Convention.

Both sessions of the seminar will focus on the Common Framework of Reference for the Languages: Learning, Teaching and Assessment issued by the European Council in 2001 and recently updated by a Companion volume in 2018 with the idea of disseminating “plurilingualism” and interculturality among its member states.

Sessions will also focus on the Teaching of Spanish as a second language, the language of advertising and close vs. distant reading.

The Convention, on the other hand, will highlight the value of Philippine literature written in Spanish in order to emphasize its connection with the Spanish-speaking community and its relevance in the Asian context.

Session 1 – Languages in the Plurilingual and Pluricultural World: A Conference on the Currents and Use of Spanish, English, Filipino, Chavacano, and Hiligaynonin Selected Domains

Hosted by Ateneo de Zamboanga Univresity and University of San Agustin in Iloilo, with the support of of Universidad de Malaga in Spain

WhenFrom 23 to 25 June 2021
WhereOnline
Target audienceJudges
Law and policy makers
Attorneys
Faculty Professors and students of CALESA partner institutions
Other interested faculty and students of law
ProgrammeDownload the programme of the seminar
Download the abstracts of the presentations
Registrationhttps://zoom.us/j/99855813005?pwd=SkJDV2Y1Si9lRDk5TEk1c1lsOXZpZz09 (Access closed)
Streaming Daily: https://zoom.us/meeting/tJ0lcuygrzgqGtFZv5K38VcgoMXX6fPHtkZw/ics?icsToken=98tyKuChpj4vEtWWsBmCRox5Go_4Z_zzmHZfjbd7pgmwKHMLVADxOc96CuR5IPDE

Join Zoom Meeting
https://zoom.us/j/99855813005?pwd=SkJDV2Y1Si9lRDk5TEk1c1lsOXZpZz09
OutputsTo be posted (presentations)
SpeakersFr. Rene C. Tacastacas, SJ – Vice President for Higher Education, Ateneo de Zamboanga University
Dr. Jose Manuel de Torres Perea – Coordinator of the Erasmus + CBHE CALESA Project. Profesor Titular de Derecho Civil Facultad de Derecho, Campus de Teatinos, Universidad de Málaga
Dr. Juan Antonio Perles Rochel – Coordinator of the Malaga University Masters in English Studies and Multicultural Communication and Dean of the Faculty of Arts and Humanities, Universidad de Malaga, Spain
Fr. Antonio de Castro SJ, Ph.D., Professor and Researcher of History,Faculty, Ateneo de Manila University and Ateneo de Zamboanga University
Dr. Javier Calle Martín, Researcher and Teacher of History of English and Post-Graduate Studies on Quantitative Linguistics and Research Techniques for Synchronic and Diachronic Studies, Universidad de Malaga, Spain)
Dr. Sara Robles Ávila – Teacher, Book Writer, and an International Researcher with Focuses on Literary Works via Linguistics, Advertising, and Teaching and Learning of Spanish as a Second Language, Universidad de Malaga, Spain
Prof. Isidoro M. Cruz, Ph.D. – Recipient of National Book Awards and Two-Time First-Prize Palanca Winner for Poetry and Short Story and Secretary of the National Committee on Literary Arts of the National Commission for Culture and the Arts and Faculty, University of San Agustin, Iloilo, Philippines
Dr. Mary Ann Jaro, Regional Coordinator for Western Visayas -National Committee on Literary Arts (NCLA) and Faculty, University of San Agustin
Robin Atilano De Los Reyes, Ph.D., Researcher and Dean of the School of Liberal Arts, Ateneo de Zamboanga University
Dr. Rosario Arias Doblas – Director of the Doctoral Programme in Linguistics, Literature, and Translation and Head of Department of English, French and German, Universidad de Malaga, Spain
Dr. Francisco Pineda Castillo – Senior Lecturer in Applied Linguistics at the University of Málaga and Visiting Lecturer at
the Universities of Surrey-Roehampton and Edinburgh (UK), Harvard University (US), and Lund (Sweden)
Jorge Lopez Cortina, Ph.D., Professor of Spanish Linguistics, Seton Hall University, New Jersey, USA
Dr. Claribel C. Concepcion, Ph.D. – Research Editor and Faculty of the School of Liberal Arts, Ateneo de Zamboanga University
More informationDissemination actions:
– Television Broadcast: https://ne-np.facebook.com/EmediaMo/videos/report-del-pueblo-replay/161460602634798/ (minutes 45.56 to 50)
– News: https://opinion.inquirer.net/141713/espanol-beyond-codes-cuisine-and-curse-words

Session 2 – The Plurilingual Classroom:
A Seminar on Dynamic Approaches to Teaching Foreign Languages, Literatures, and Cultures

Hosted by the University of San Agustin, Iloilo City, Philippines

When27-28 May 2023
WhereHotel Sta. Monica, University of San Agustin – Iloilo, the Philippines
Target AudienceJudges
Law and policy makers
Attorneys
Faculty Professors and students of CALESA partner institutions
Other interested faculty and students of law
ProgrammeDownload the programme here.
RegistrationTo be informed
Streaming To be informed
OutputsTo be posted
SpeakersREV. FR. FREDERICK C. COMENDADOR, O.S.A. – President, University of San Agustin
DR. NENELYN D. DE LA FUENTE – Dean, College of Liberal Arts, Sciences, and Education University of San Agustin
ATTY. JOSE MARI BENJAMIN F. U. TIROL – Dean, College of Law University of San Agustin
DR. JOSE MANUEL TORRES DE PEREA – Coordinator, CALESA Project, Facultad de Derecho Universidad de Málaga
MS. MICHELLE R. BAYAUA
DR. JUAN ANTONIO PERLES ROCHELDean and Professor of American Literature, Coordinator of the Malaga University Masters in English Studies and Multicultural Communication and Dean of the Faculty of Arts and Humanities, Universidad de Malaga, Spain
 DR. SARA ROBLES ÁVILAProfessor of Spanish Language, Teacher, Book Writer, and an International Researcher with Focuses on Literary Works via Linguistics, Advertising, and Teaching and Learning of Spanish as a Second Language Universidad de Malaga, Spain
DR. MA. CECILIA D. ALIMEN
DR. FRANCISCO PINEDA CASTILLOProfessor of English Language Senior Lecturer in Applied Linguistics at the University of Málaga Visiting Lecturer at the Universities of Surrey-Roehampton and Edinburgh (UK), Harvard University (US) and Lund (Sweden)
DR. JAMES D. PEDREGOSA
DR. JAVIER CALLE MARTÍNProfessor of English Language Researcher and Teacher of History of English and Post-Graduate Studies on Quantitative Linguistics and Research Techniques for Synchronic and Diachronic Studies Universidad de Malaga, Spain
PROF. SHARON MARIE AGUIAR
DR. ROSARIO ARIASProfessor of English Literature Director of the Doctoral Programme in Linguistics, Literature, and Translation and Head of Department of English, French and German Universidad de Malaga, Spain
DR. ISIDORO M. CRUZ
PROF. RHOUNELLA RHANE M. MAGPANTAY
More informationTo be posted

Convention on Philippine Literature in Spanish

When2nd – 3rd November 2023.
WhereUniversidad de Málaga – Spain
Target AudienceJudges
Law and policy makers
Attorneys
Faculty Professors and students of CALESA partner institutions
Literature and Language Professors and Researchers
Other interested faculty and students of law
ProgrammeInfosheet of the event
Call for papers
Download the programme of the Convetion here
RegistrationInternational Convention: starts on 10 May 2023
StreamingTo be informed
OutputsTo be informed
SpeakersJorge Mojarro
University of Santo Tomás de Manila

Beatriz Álvarez-Tardío
Rey Juan Carlos University, Spain

Rocío Ortuño
Universidad de Alcalá, Spain
Universiteit Antwerpen, Belgium

Axel Gasquet
Université Blaise Pascal – University Clermont Auvergne, France

Enrique Baena Peña
Universidad de Málaga, Spain

Diego Abad
Far Easter University, Philippines

Wystan de la Peña
University of the Philippines, Philippines

Lola Elizalde
Lead Researcher of OPIS
 
Sony Corañez Bolton
 Amherst College, Massachusetts, USA

 John Blanco
 University of California, San Diego, USA

Antonio Quesada Sánchez
Universidad de Málaga, Spain
More informationKEY INFORMATION
Deadline for submission of proposal/summary: 10 May 2023
Notification of acceptance of proposals: 30 May 2023.
Deadline for registration: 15 September 2023.


Each accepted proposal will require a 20-minute presentation to be given at the event.

Accepted papers will be submitted to a blind “peer review” process in order to be published in the CRISOL Journal (https://crisol.parisnanterre.fr/index.php/crisol/revuecrisol/)

Proposals and inquires about the event should be sent to: calesacbproject@uma.es

Relevant References on the Seminar’s topics

Breen, M. P. (1987). Paradigmas contemporáneos en el diseño de programas de lenguas. Comunicación, lenguaje y educación, 7-8, 7-32. Obtenido el 10 de octubre de 2018 desde http://www.quadernsdigitals.net/datos_web/hemeroteca/r_3/nr_47/a_680/680.html.

Canale, M. y Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.

Candlin, C.N. (1987). Towards task-based language learning, en C.N. Candlin & D. Murphy. Language learning tasks. Englewood Cliffs, NJ: Prentice Hall International.

Conseil, L., García-Marques, M.E., McDaniel Mann, S. (2014). Aplicación del enfoque orientado a la acción en la enseñanza de idiomas. XI Jornadas Internacionales de Innovación Universitaria: Educar para transformar (pp. 106-113)Valencia: Universidad de Valencia.

Consejo de Europa (2002). Marco Común Europeo de Referencia para las Lenguas: aprendizaje, enseñanza, evaluación. Madrid: Secretaría General Técnica del MEC, Instituto Cervantes y Editorial Anaya.  http://cvc.cervantes.es/obref/marco. (27/03/2020)

Consejo de Europa (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors, Strasbourg: Council  of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 (27/03/2020)

Delibas, M. y Günday, R. (2016). Action-Oriented Approach in Foreign Language Teaching. Participatory Educational Research (PER), Special Issue, IV, 144-153.

Dell Hymes (1972), On communicative competence, en J.B. Pride y J. Holmes (Eds.) Sociolinguistics. Selected readings (pp. 269-293). Harmondsworth: Penguin.

Dormal, A. (2008). El enfoque orientado a la acción y su repercusión en el análisis de materiales. http://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/rio_2008/46_dormal.pdf. (27/03/2020)

Fernández, S. (2011). Nuevos desarrollos y propuestas curriculares. Programar a partir del MCER. Madrid: MarcoELE.

Llorián, S. (2007). Entender y utilizar el Marco común europeo de referencia desde el punto de vista del profesor de lenguas. Madrid: Santillana, Universidad de Salamanca.

Martín Peris, E. (2004). ¿Qué significa trabajar en clase con tareas comunicativas?, REDELE, n. 0.  Obtenido el 10 de octubre de 2018 desde https://www.mecd.gob.es/dam/jcr:6c042cff-8f14-43de-87f3-9de353ab511d/2004-redele-0-18martin-pdf.pdf.

Martín Peris, E. (2005). La enseñanza de la gramática según el MCERCarabela, 57, 81-102.

Martínez Salido, B. (2007). ¿Qué significa aprender a través de la acción?, en E. Palo y A. Fernández (Eds.) La enseñanza del español como lengua extranjera en Quebec. Actas del CEDELEQ II, 10-13 de mayo de 2007. Montreal: Université de Montreal. Obtenido el 10 de octubre de 2018 desde http://www.cre.umontreal.ca/cedeleq/documents/2BMS.pdf.

Nunan, D. (2005). Task-based Language Teaching. Cambridge: Cambridge University Press.

Piccardo, E. (2014). From communicative to action-oriented: a research pathway. Canada: Curriculum Services Canada.

Puren, Ch. (2015). Enfoque comunicativo versus enfoque orientado a la acción social. Les Cahiers du Géres, 7, 104-120.

Ríos Rojas, A. (2014). El proceso de inmersión lingüística y cultural: un nuevo enfoque orientado a la acción a través de la experiencia, en N. M. Contreras Izquierdo (Ed.) La enseñanza del español como LE/L2 en el siglo XXI (pp. 603-614)Granada: Universidad de Granada.

Robles Ávila, S. (2017). Deconstrucción del enfoque orientado a la acción, en AA.VV. La generosidad y la palabra. Estudios dedicados al profesor Jesús Sánchez Lobato (pp. 255-271). Madrid: Sgel.

______   (2019). A vueltas con el enfoque orientado a la acción: leyendo las nuevas aportaciones desde el Volumen Complementario del Marco Común Europeo de Referencia (2017)”, Álabe, n.19.

Romero Dueñas, C.  y González Hermoso, A. (2006). El enfoque por competencias orientado a la acción. 603-614 http://www.edelsa.it/Area_profesor/Articulos/articulo6.pdf.  

Trim, J. (Ed.) (2001). Common European Framework of Reference for Languages: Learning, teaching and assesment. A guide for users. Strasbourg: European Council. Language Policy Division. 

Aleza Izquierdo, M (coord.) (2010). Normas y usos correctos en el español actual, Valencia, Tirant lo Blanch (col. Prosopopeya).

Demonte, V. (2003). Lengua estándar, norma y normas en la difusión actual de la lengua española, Circunstancia, año I, n.º 1, abril, Madrid, Fundación Ortega y Gasset. (En línea: http://www.ortegaygasset.edu/contenidos.asp?id_d=394).

Diccionario de gestos españoles. (En línea:http://coloquial.es/es/diccionario-de-gestos-espanoles/).

Diccionario de términos clave de ELE. (En línea: http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/).

Dubois, J. y otros (1973). Dictionnaire de Linguistique, Paris, Larousse. Versión española de Inés Ortega y Antonio Domínguez; dirección y adaptación de Alicia Yllera (1979): Diccionario de lingüística, Madrid, Alianza Diccionarios.

Gómez Torrego, L. (2006). Hablar y escribir correctamente. Gramática normativa del español actual I. Acentuación, Puntuación, Ortografía, Pronunciación, Léxico, Estilo, 2.ª ed., 2007, Madrid, Arco/Libros, S. L.

_____ (2006). Hablar y escribir correctamente. Gramática normativa del español actual II. Morfología y sintaxis, 2.ª ed., 2007, Madrid, Arco/Libros, S. L.

Lázaro Carreter, F. (2005). El nuevo dardo en la palabra, Madrid, Alianza.

Montolío E. (coord.) (2000). Manual práctico de escritura académica [Vols. I, II y III], Barcelona, Ariel.

Real Academia Española  (2005). Diccionario de la lengua española (DRAE), 23ª edición, Madrid, Espasa Calpe. (Disponible en línea http://lema.rae.es/drae)

Real Academia Española (2005). Diccionario panhispánico de dudas (DPD),

Madrid, Santillana. (Disponible en línea: http://lema.rae.es/dpd/).

Real Academia Española (2009). Nueva gramática de la lengua española, Madrid, Espasa Calpe.

Adam, J.M. y Bonhomme, M. (2000). La argumentación publicitaria. Retórica del elogio y de la persuasión, Madrid: Cátedra.

Aparici, R. y García Matilla, A. (1989).  Lectura de imágenes, Madrid: Ediciones de la Torre.

Avogrado Thomé, M. y Ricardo Quiroga, S. (2016). La publicidad y las nuevas narrativas: de la linealidad a la transmedialidad, Contratexto, 25, pp. 63-72.

Ducrot, O. (1984): El decir y lo dicho. Polifonía de la enunciación, Barcelona: Paidós.

Ferraz Martínez, A. (1993). El lenguaje de la publicidad, Madrid: Arco Libros.

Franzen, G. (1994). Advertising Effectiveness. London: NTC Publications, Ltd.

Fuentes, C. y Alcalde, E. (2002). Mecanismos lingüísticos de la persuasión, Madrid: Arco Libros.

Givón, Th. (2002). The visual information-processing system as an evolutionary precursor of human language, en Givón, Th. & Malle, B. (eds.) The Evolution of Language out of Pre-language, Amsterdam: John Benjamins, pp. 3-50.

Gutiérrez Ordóñez, S. (1997). Análisis lingüístico de textos publicitarios, Madrid: Arco Libros.

Alonso Aparicio, I. (2014). Fundamentos cognitivos de la práctica sistemática en la 

enseñanza gramatical, en Castañeda, A. (coord.), Enseñanza de gramática avanzada de 

ELE: criterios y recursos. Madrid: Sgel.

Ausubel, D.P. (1976). Psicología educativa: un punto de vista cognoscitivo. México:  

Editorial Trillas

Cadierno, T. y Lund, K. (2004). “Cognitive Linguistics and Second Language Acquisition: Motion Events in a Typological Framework”. En Van-Patten, B., Williams, J., Rott, S. & Overstreet, M. (eds.), Form-Meaning Connections in Second Language Acquisition. Nueva Jersey: Lawrence Erlbaum, pp. 139-144.

Castañeda, A. (2004). Potencial pedagógico de la gramática cognitiva.pautas para la elaboración de una gramática pedagógica del español/LE, Redele, n. 0, marzo. http://www.mecd.gob.es/dctm/redele/Material-RedEle/Revista/2004_00/2004_redELE_0_06Castaneda.pdf?documentId=0901e72b80e0c73e

______ (coord.) (2014). Enseñanza de gramática avanzada de ELE: criterios y recursos. Madrid: Sgel.

______ y Ortega, J. (2001). Atención a la forma y gramática pedagógica: algunos criterios para el metalenguaje de presentación de la oposición ‘imperfecto/indefinido’ en el aula de español/ LE. En Pastor Cesteros, S. y Salazar García, V., Estudios de Lingüística, Anexo 1, Tendencias y líneas de investigación en adquisición de lenguas, Universidad de Alicante, pp. 5-84.

______ y Alonso, R. (2009). La percepción de la gramática. Aportaciones de la lingüística cognitiva y la pragmática a la enseñanza de ELE, Marcoele, n. 8, 2009.  http://marcoele.com/la-percepcion-de-la-gramatica-aportaciones-de-la-linguistica-cognitiva-y-la-pragmatica/

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Dirven, R., et alii (2001). Language and Ideology, I y II: theoretical cognitive approachesUniversity of Duisburg / Illinois State University

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______ (1998). Pedagogical choices in focus on form”, en C.J. Doughty, y Williams, J. (eds.) (1998): Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.

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______ (2008). “The relevance of Cognitive Grammar for language pedagogy”. En De Knop, S. y De Rycker, T. (eds.): Cognitive Approaches to Pedagogical Grammar. Berlín/Nueva York: Mouton de Gruyter, pp. 7-36.

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______, Real Espinosa, J. M. y Ruiz Campillo, J. P. (2012). Qué gramática enseñar, qué gramática aprender. Madrid: Edinumen. 

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______  (1985). Input and second language acquisition theory. En S. Gass and C. Madden (eds.), Input and second language acquisition. Rowley, Mass.: Newbury House, pp. 377-393. 

______  (1991). Focus on form: A design feature in language teaching methodology. En K. DeBot, R. Ginsberg, and C. Kramsch (eds.): Foreign language research in crosscultural perspective. Amsterdam: John Benjamins, pp. 39-52.

______  (1996).: The Role of the Linguistic Environment in Second Language Acquisition. En Rithcie, C. y Bhatia, T. K. Handbook of Second Language Acquisition. San Diego: Academic Press, pp. 413-468.

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______, (2017). Presentación y prácticas operativas de las conceptualizaciones gramaticales en ele, en C. Muñoz Medrano (ed.), Lengua y Cultura españolas, Cándida Muñoz Medrano (Ed.), pp. 81-117

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_____(ed) (2008). The Language of Advertising (4 volumes). London: Routledge.

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Macaro, Ernesto (ed), 2014, The Bloomsbury Companion to Second language Acquisition. London & N.Y.: Blumsbury Publishing

MacRury, Iain (2009). Advertising. London and New York: Routledge.

Nederstigt, Ulrike & Béryl Hilberink-Schulpen (2018). Advertising in a Foreign Language or the Consumers’ Native Language?, Journal of International Consumer Marketing, 30:1, 2-13, DOI: 10.1080/08961530.2017.1363008

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Pineda Castillo, Francisco (2004). An Integrating Approach to Applied Linguistics: Academic and Professional Insights. Granada: Comares.

Pinilla Gómez, R. “El sentido literal de los modismos en la publicidad y su explotación en la clase de español como lengua extranjera E/EL. Actas del VII Congreso Internacional de ASELE, pp. 349-355.

Richards, Jack C. & Theodore S. Rodgers. (2014). Approaches and Methods in Language Teaching: A Description and Analysis. 3rd Ed. Cambridge: C.U.P.

Robinson, Ken (2001). Out of our Minds: Learning to be Creative.  Chichester: Capstone Publishing Limited. 

Sabina de la Maza, Cristina (2013). Estrategias Argumentativas en la Publicidad de Productos Tabú. Estudio Contrastivo. Madrid: (Unpublished PhD).

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Vokes, Sonia and Francisco Pineda (2004). ‘Advertising in the foreign language classroom: focus on learners’ communicative competence’. Francisco Pineda Castillo, Ed. An Integrating Approach to Applied Linguistics: Academic and Professional Insights. Granada: Comares. 235-54.

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Session 2