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Abstract

Abstracta

El presente artículo adopta el marco teórico del Diseño Universal para el Aprendizaje (DUA) como acercamiento cualitativo para examinar la accesibilidad de la enseñanza de las emociones en los manuales de español lengua extranjera (ELE). En concreto, se aplican de forma sistemática las tres pautas del principio de representación del DUA en el análisis de unidades didácticas sobre las emociones de 16 manuales de ELE de nivel B1. El análisis aborda de forma crítica las limitaciones presentes en estos materiales con un foco en tres factores clave en la representación de emociones: su delimitación, su visualización y su metalenguaje. La revisión de materiales se estructura en torno a las tres pautas del principio de representación y revela conexiones entre las carencias curriculares identificadas por estudios previos y los aportes del principio de representación. Las conclusiones de estudio contribuyen al creciente cuerpo de investigaciones sobre DUA en entornos de aprendizaje con diversos grados de competencia lingüística.

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2024-04-19
2024-12-13

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Delimitación, visualización y metalenguaje
John Benjamins ; https://doi.org/10.1075/resla.23012.car
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  • Article Type: Research Article
Keywords: curriculum design ; ELE ; multimodality ; emotions ; DUA ; diseño curricular ; metalenguaje ; metalanguage ; UDL ; emociones ; multimodalidad

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