%0 Journal Article %1 10.2307/24368814 %A Shenk, Elaine M. %D 2014 %I American Association of Teachers of Spanish and Portuguese %J Hispania %K Inglés MTM16 Sociolingüística Variación %N 3 %P 368-381 %T Teaching Sociolinguistic Variation in the Intermediate Language Classroom: "Voseo" in Latin America %U http://www.jstor.org/stable/24368814 %V 97 %X The acquisition of sociolinguistic variation by second language learners has gained increased attention. Some research highlights the value of naturalistic exposure through study abroad while other studies point out that classroom input can facilitate the acquisition of particular features of variation. Nevertheless, said attention to the intersection of sociolinguistic variation and second language acquisition is not always reflected in curricular content and pedagogy. As one example, Spanish language classrooms often do not cover voseo, which is defined as the use of the pronoun vos or the corresponding verbal morphology, even though learners are typically presented with other types of variation in personal forms of address. This article discusses reasons why voseo is typically excluded in the language classroom, offers a rationale for its inclusion at the intermediate level that connects with the objectives of the American Council on the Teaching of Foreign Languages (ACTFL) in Communication, Cultures, Comparisons, and Communities, and articulates a series of activities designed to help language learners recognize and respond appropriately to conversational voseo usage. The suggested learning units are framed within the interpretive, interpersonal, and presentational modes of communication and thus promote general language learning while specifically enhancing intermediate learners' sociolinguistic awareness of this particular dialectal feature.

@article{10.2307/24368814, abstract = {The acquisition of sociolinguistic variation by second language learners has gained increased attention. Some research highlights the value of naturalistic exposure through study abroad while other studies point out that classroom input can facilitate the acquisition of particular features of variation. Nevertheless, said attention to the intersection of sociolinguistic variation and second language acquisition is not always reflected in curricular content and pedagogy. As one example, Spanish language classrooms often do not cover voseo, which is defined as the use of the pronoun vos or the corresponding verbal morphology, even though learners are typically presented with other types of variation in personal forms of address. This article discusses reasons why voseo is typically excluded in the language classroom, offers a rationale for its inclusion at the intermediate level that connects with the objectives of the American Council on the Teaching of Foreign Languages (ACTFL) in Communication, Cultures, Comparisons, and Communities, and articulates a series of activities designed to help language learners recognize and respond appropriately to conversational voseo usage. The suggested learning units are framed within the interpretive, interpersonal, and presentational modes of communication and thus promote general language learning while specifically enhancing intermediate learners' sociolinguistic awareness of this particular dialectal feature.}, added-at = {2016-12-10T14:49:45.000+0100}, author = {Shenk, Elaine M.}, biburl = {https://www.bibsonomy.org/bibtex/2889854332853e98e07ab71e694c67e0c/alvarolopez}, description = {Teaching Sociolinguistic Variation in the Intermediate Language Classroom: "Voseo" in Latin America on JSTOR}, interhash = {d5c3122f8e6ca7883290129460bfe61b}, intrahash = {889854332853e98e07ab71e694c67e0c}, issn = {00182133}, journal = {Hispania}, keywords = {Inglés MTM16 Sociolingüística Variación}, number = 3, pages = {368-381}, publisher = {American Association of Teachers of Spanish and Portuguese}, timestamp = {2016-12-15T17:11:00.000+0100}, title = {Teaching Sociolinguistic Variation in the Intermediate Language Classroom: "Voseo" in Latin America}, url = {http://www.jstor.org/stable/24368814}, volume = 97, year = 2014 }