La variación lingüística en el aula de ELE: una propuesta práctica

Linguistic variation is a challenging area not only for L2 learners (Spanish) but also for Foreign Language Teachers. Most of our final-year students at university level (C1) struggle to identify any regional or social language markers in Spanish and the use and adequacy of specific Spanish expressions in different social contexts. This results in an inappropriate (or inadequate) register in the ELE classroom.

This proposal presents an analysis model based on the socio-narrative approach (Baker, 2006) to identify and understand verbal and paraverbal elements of dialects and sociolects present in dubbed audiovisual material (English>Spanish), to later adapt this model to the teaching of Spanish as a foreign language.

The first part is devoted to the presentation of the theoretical framework on which my model is based; examples from British sociorealist films and their dubbed version into Peninsular Spanish will be used to illustrate its validity in the identification of working-class sociolects and dialects from the North of England. The second part will deal with the possibilities this model presents in the ELE classroom by using as an example the trailer from Spanish Affair, originally Ocho Apellidos Vascos in Spanish (Emilio Martínez-Lázaro, 2014).