L1 en el aula de L2: ¿por qué no?

Una de las cuestiones más polémicas que ha recorrido la enseñanza de lenguas modernas a lo largo de todo el siglo XX ha sido, sin duda, el debate sobre el empleo de la primera lengua de los estudiantes en el aula de idiomas. A ese respecto, han sido muchos y muy variados los argumentos a favor y en contra. Nuestro artículo se propone revisar tanto las razones que se han argüido para rechazar la presencia de la L1 en la clase de lenguas extranjeras como las que se aducen para incluirla, con especial atención a las aportaciones más recientes de la Teoría sociocultural del aprendizaje de idiomas. No se trata de un tema meramente lingüístico, sino que entran en juego también factores de índole psicológica, social y cultural, que vinculan directamente este asunto con los fenómenos de multicompetencia y plurilingüismo.

Awareness of L1 and L2 word-formation mechanisms for the development of a more autonomous L2 learner

Unlike traditional approaches, new communicative trends disregard the role of word-formation mechanisms. They tend to focus on syntax and/or vocabulary without analyzing the mechanisms involved in the creation of lexical items. In this paper, based on the analysis of the use of prefixes by L2 learners in oral and written productions, as provided by the SULEC, we emphasize the advantages that word-formation awareness and knowledge may have for the learners in terms of production, creativity, understanding, autonomy, and proficiency. Through the teaching of word-formation learners may more easily decipher, decode and/or encode messages, create words they have never seen before, etc.

Nanoarchitectures Based on Layered Titanosilicates Supported on Glass Fibers: Application to Hydrogen Storage

This work reports on the synthesis of nanosheets of layered titanosilicate JDF-L1 supported on commercial E-type glass fibers with the aim of developing novel nanoarchitectures useful as robust and easy to handle hydrogen adsorbents. The preparation of those materials is carried out by hydrothermal reaction from the corresponding gel precursor in the presence of the glass support. Because of the basic character of the synthesis media, silica from the silicate-based glass fibers can be involved in the reaction, cementing its associated titanosilicate and giving rise to strong linkages on the support with the result of very stable heterostructures. The nanoarchitectures built up by this approach promote the growth and disposition of the titanosilicate nanosheets as a house-of-cards radially distributed around the fiber axis. Such an open arrangement represents suitable geometry for potential uses in adsorption and catalytic applications where the active surface has to be available. The content of the titanosilicate crystalline phase in the system represents about 12 wt %, and this percentage of the adsorbent fraction can achieve, at 298 K and 20 MPa, 0.14 wt % hydrogen adsorption with respect to the total mass of the system. Following postsynthesis treatments, small amounts of Pd (<0.1 wt %) have been incorporated into the resulting nanoarchitectures in order to improve their hydrogen adsorption capacity. In this way, Pd-layered titanosilicate supported on glass fibers has been tested as a hydrogen adsorbent at diverse pressures and temperatures, giving rise to values around 0.46 wt % at 298 K and 20 MPa. A mechanism of hydrogen spillover involving the titanosilicate framework and the Pd nanoparticules has been proposed to explain the high increase in the hydrogen uptake capacity after the incorporation of Pd into the nanoarchitecture.

Effect of commercial amino acids on iron nutrition of tomato plants grown under lime-induced iron deficiency

The objective of this work was to study the effect of root and foliar application of two commercial products containing amino acids from plant and animal origin on iron (Fe) nutrition of tomato seedlings cultivated in two nutrient media: lime and normal nutrient solutions. In the foliar-application experiment, each product was sprayed with 0.5 and 0.7 mL L–1 2, 7, 12, and 17 d after transplanting. In the root application experiment, 0.1 and 0.2 mL L–1 of amino acids products were added to the nutrient solutions. In both experiments, untreated control plants were included as well. Foliar and root application of the product containing amino acids from animal origin caused severe plant-growth depression and nonpositive effects on Fe nutrition were found. In contrast, the application of the product from plant origin stimulated plant growth. Furthermore, significantly enhanced root and leaf FeIII-chelate reductase activity, chlorophyll concentration, leaf Fe concentration, and FeII : Fe ratio were found in tomato seedlings treated with the product from plant origin, especially when the amino acids were directly applied to the roots. These effects were more evident in plants developed under lime-induced Fe deficiency. The positive results on Fe uptake may be related to the action of glutamic acid, the most abundant amino acid in the formulation of the product from plant origin.

1,2-Functionalized Imidazoles as Palladium Ligands: An Efficient and Robust Catalytic System for the Fluorine-Free Hiyama Reaction

A variety of hydroxy- and amino-functionalized imidazoles were prepared from 1-methyl- and 1-(diethoxymethyl)imidazole by means of isoprene-mediated lithiation followed by reaction with an electrophile. These compounds in combination with palladium acetate were screened as catalyst systems for the Hiyama reaction under fluorine-free conditions using microwave irradiation. The systematic study of the catalytic system showed 1-methyl-2-aminoalkylimidazole derivative L1 to be the best ligand, which was employed under solvent-free conditions with a 1:2 Pd/ligand ratio and TBAB (20 mol-%) as additive. The study has revealed an interaction between the Pd/ligand ratio and the amount of TBAB. The established catalytic system presented a certain degree of robustness, and it has been successfully employed in the coupling of a range of aryl bromides and chlorides with different aryl siloxanes. Furthermore, both reagents were employed in an equimolecular amount, without an excess of organosilane.

El eterno dilema: la lengua materna en la clase de español

Este artículo presenta una reflexión sobre el papel de la lengua materna del aprendiz en la clase de español. Partiendo de su consideración como elemento fundamental del aprendizaje, planteamos un breve debate sobre distintos aspectos que hacen de la L1 un instrumento polémico en el aula de lenguas. Finalmente, ofrecemos algunas recomendaciones de uso basadas en las directrices del MCER y en el Plan Curricular del Instituto Cervantes.

Transfer in third language phonology: Does L3 typological proximity play a role?

Les investigacions recents sobre la transferència i l'adquisició d’una L3 han indagat sobre les interferències lingüístiques quan hi ha més d'una font de transferència. Els participants en aquest estudi de cas van ser parlants d’espanyol i d’anglès, que apreninen una tercera llengua, el català, tipològicament més pròxima a l’espanyol. Aquest estudi va investigar la producció dels bilingües del català fosc /ɫ/, un segment que no és present en espanyol ja que tots els laterals es produeixen com una clara /l/, i que, tanmateix, es realitza en anglès en posició final després de vocal. Contràriament al model que planteja la proximitat d'idiomes prèviament adquirids com un dels factors determinants per a la transferència de competències, l’estudi va mostrar que la proximitat tipològica a un dels L1 no és determinista per a la transferència en el nivell fonològic en l’aprenentatge d’una L3, ja que els participants produeixen laterals catalanes similars a /ɫ/. En aquest estudi de cas es constata, d’acord amb el Model de Millora Acumulativa, com es transfereix aquest segment fonològic des de l’anglés al català.

Problemas de traducción en el par PL-ES causados por incompatibilidades aspecto-temporales

Con el fin de mejorar la metodología en la enseñanza de español como lengua extranjera a hablantes de polaco como L1, el presente estudio pretende analizar las complicaciones que la noción de aspectualidad puede desencadenar a la hora de adquirir el español como L2. De la misma manera, y puesto que el aspecto se manifiesta de forma diferente en los sistemas verbales de las lenguas eslavas y romances y, por consiguiente, crea un esquema de división temporal dispar, es también objeto de estudio la problemática que el sistema verbal polaco puede presentar al traductor en el momento de trasladar el contenido aspectual y temporal de las estructuras verbales a la lengua meta, en este caso, el español.