Traversing B/Orders of English in the Academic Writing Classroom
DOI:
https://doi.org/10.25071/1925-5624.40332Palabras clave:
pedagogía, redacción académica, traducción intralingüística, inglés estándar, diferencia lingüísticaResumen
En el marco de debates actuales en el campo de los estudios críticos de redacción y escritura en torno a la necesidad de identificar métodos pedagógicos que involucren las competencias multilingües y multidialectales de las/los estudiantes, este artículo explora el potencial pedagógico del concepto de traducción y su aplicación al aula de clase. En particular, presenta un ejercicio pedagógico de traducción intralingüística en el que se le pide a las/los estudiantes utilizar explícita y deliberadamente el llamado inglés estándar de manera que entre en conversación—y en tensión—con variedades de esta lengua que emergen de sus propios repertorios lingüísticos. Partiendo de una lectura atenta de las prácticas de traducción de las/los estudiantes, buscamos mostrar sus competencias en escritura y la manera en que abordan y transforman los registros gramaticales, estilísticos y retóricos del texto de partida.Citas
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