Browsing by Author "Toledo Vega, Gloria Macarena"

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    Chile, lengua y cultura: Manual de Español para Extranjeros (ELE). Nivel Intermedio Avanzado B2
    (Ediciones UC, 2011) Toledo Azocar, Sonia Margarita; Toledo Vega, Gloria Macarena
    Chile, lengua y cultura, de las autoras Sonia Toledo Azócar y Gloria Toledo Vega, es un manual de español lengua extranjera que recoge contenidos gramaticales y culturales, asociados a la enseñanza de nuestra lengua en contexto de inmersión. Esta obra está orientada a hablantes no nativos de español de nivel intermedio avanzado y a profesores de español como segunda lengua que deseen profundizar en aspectos complejos de la enseñanza aprendizaje del sistema verbal en español, como es el caso de la distinción entre ser y estar, los pasados del Indicativo y el contraste modal Indicativo y Subjuntivo. Este manual, publicado por Ediciones UC, se perfila como un aporte a los materiales didácticos existentes en español lengua extranjera al prestar atención a temas clave de la identidad chilena, tales como expresiones lingüísticas (chilenismos y usos propios del español de Chile) y elementos culturales (arte popular, representaciones indí­genas y geografí­a y gente de Chile)
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    Factores relevantes para la evaluación de la producción escrita de estudiantes haitianos no hispanohablantes en la escuela pública chilena
    (2023) Toledo Vega, Gloria Macarena; Lizasoain, Andrea; Cerda-Oñate, Karina
    Este artículo examina factores relevantes para profesores de Lengua y Literatura en la evaluación de la escritura de sus estudiantes no hispanohablantes. La fundamentación teórica de este estudio se relaciona con la evaluación como herramienta de aprendizaje, los principios para una evaluación efectiva y la evaluación de la escritura en lengua extranjera. Se trata de un estudio de caso en que se entrevistaron dos profesoras de enseñanza secundaria, para comprender qué factores inciden en la evaluación de la escritura de sus estudiantes haitianos. Estas entrevistas fueron transliteradas y sometidas a un análisis de contenido, del cual emergieron categorías temáticas que se agruparon como factores relevantes para la evaluación de la producción escrita. Estos factores fueron analizados a la luz de la literatura sobre evaluación y se analizaron en el contexto de educación chileno. Los resultados apuntan a observar las estrategias que intuitivamente usan los profesores para evaluar los textos escritos de sus estudiantes no hispanohablantes y a la necesidad de integrar a las aulas multiculturales profesores especialistas en educación multilingüe, que puedan favorecer la evaluación para el aprendizaje.
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    Initial Teacher Training, Curriculum and School System: what is the place of non-spanish speaking immigrant children and adolescents in the chilean education system?
    (Universidad de Chile, 2022) Toledo Vega, Gloria Macarena; Cerda-Oñate, Karina; Lizasoain, Andrea
    This piece discusses the school situation of non-Spanish-speaking Haitian immigrants in the Chilean education system. Four dimensions associated with the school trajectories of Haitian immigrants in Chilean schools are explored: (a) the general situation of the Haitian community in Chile; (b) the primary and secondary school Spanish Language and Literature curriculum and the teaching of Spanish as an additional language; (c) Initial Teacher Training (FID) and the inclusion of Spanish as a foreign language in curricular matrixes; (d) the systems of evaluation of the performance and organization of schools and their considerations with respect to non-Spanish-speaking immigrant students. We conclude with the need to develop and implement policies for the inclusion of Haitian immigrants that consider the school curriculum, initial teacher training, and quality evaluation systems of the Chilean school system, in order to make Chilean schools spaces of support and inclusion for all the inhabitants of Chile.
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    Pre-Service and In-service Teachers´ Language Ideologies About Non-Spanish-speaking Students and Multilingualism in Chilean Classroom
    Toledo Vega, Gloria Macarena
    This paper describes a study exploring in-service (IS) and pre-service (PS) teachers’ languageideologies about non-Spanish-speaking students’ multilingualism in Chilean classrooms. Asurvey was answered by 69 IS teachers and 34 PS teachers in the Chilean school system.Both groups were asked about two dimensions: (a) teachers’ knowledge and training in L2pedagogies and their ideologies about students’ L1 and multilingualism; and (b) immigrantstudents’ access and integration into Chilean schools. We focus on dimension (a); the resultsindicate that the teachers from the IS and PS groups do not consider that students’ L1 is animpediment to the acquisition of the target language. They declare that the preservation ofthe L1 boosts non-Spanish-speaking students’ self-esteem and can help them to acquire newlinguistic knowledge. However, the results show a lack of consistent strategies to approachmultilingual classes. These results are discussed in the light of the need to train teachers ofall disciplines in multilingualism and the demand for public policies to teach Spanish as anadditional language in Chilean schools
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    Speech rhythm convergence in a dyadic reading task
    (2021) Cerda-Oñate, Karina; Toledo Vega, Gloria Macarena; Ordin, Mikhail
    We tested the effect of co-presence on entrainment to speech rhythm, examining differences in speech rhythm convergence during a reading task, in conditions where the reading partner was present or absent. Speech rhythm was operationalized as a two-level phenomenon. At a lower level, rhythm was operationalized as regularity in the distribution of salient acoustic events (vowel onsets) and regularity in the duration of speech intervals (consonantal and vocalic intervals). At a higher level, rhythm was operationalized in terms of meter, the distribution of salience that can group syllables into metrical structures, based on lexical stress and phrasal prominence. To assess the impact of the presence/absence of a co-speaker on speech entrainment, we asked a model speaker and experimental participants to sit side-by-side and read two texts aloud at the same time while recording each speaker separately. Later, we requested only experimental participants to read in synchrony with the recording obtained from the recurrent model speaker during side-by-side reading and, afterwards, we asked experimental participants to read in synchrony with a solo recording from the same recurrent model speaker. We used a poetic text with strong meter and a narrative text with weak meter as reading materials. To assess the degree of speech rhythm convergence, we measured the degree of durational variability in vocalic and consonantal intervals across conditions and texts and the deviation in vowel onsets between chorusing readers. We found that participants make their speech more regular to facilitate chorusing. Importantly, inter-speaker synchronization was substantially improved during side-by-side reading compared to the condition where the speaker read in synchrony with a recording obtained during side-by-side synchronous reading, even though the acoustic signal received by the experimental participants was the same in both conditions. We also found that the text with strong meter modulated the success of speech rhythm convergence only in the most challenging condition, requiring reading in synchrony with a recording of the model speaker reading solo. These results show that co-presence plays a crucial role in inter-speaker entrainment, while meter can provide additional benefits for chorusing in more challenging conditions.