"El parque de animales y el cerdo de dinero": Calcos y otras estrategias compensatorias en dos tipos de enseñanza bilingüe finés-español

• Judith Ansó Ros ^[1]
  1. [1] University of Turku

     University of Turku

     Turku, Finlandia

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Nº. 21, 2016
• Idioma: español
• Títulos paralelos:
  • "El parque de animales y el cerdo de dinero": Calques and other compensatory strategies in two types of Finnish-Spanish bilingual education
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este artículo se analizan las estrategias de compensación comunicativa producidas en español por alumnos de dos tipos de enseñanza bilingüe hispano-finesa. La recolección de datos se efectuó en dos periodos distintos, participando en la primera fase 29 escolares entre 8 y 10 años, mientras que en la segunda fueron 24, entre 10 y 12 años. Los alumnos bilingües usan estrategias compensatorias, tanto de reconceptualización, como de sustitución y sustitución plus para llenar sus lagunas léxicas. En este estudio se han hallado principalmente estrategias compensatorias de sustitución por palabras comodín, préstamos/cambio de código y aproximaciones semánticas. También hay que resaltar -por el número encontrado- los circunloquios y los calcos. Se han analizado las estrategias teniendo en cuenta el número total, el número de palabras producidas, la evolución según el grado cursado, el tipo de tarea y la procedencia escolar. Los resultados muestran como las estrategias compensatorias descienden según el tiempo. Así mismo queda patente la relación inversamente proporcional entre competencia y estrategias.

  • English

    This article analyzes compensatory communicative strategies produced in Spanish by Spanish-Finnish bilingual students from two types of bilingual education. The data collection took place in two different periods: 29 schoolchildren aged between 8 and 10 participated to the first phase, while there were 24 in the second, aged between 10 and 12. Bilingual students use compensatory strategies such as reconceptualization, substitution and substitution plus, in order to fill lexical gaps. The study found substitution compensatory strategies, mainly as all purpose words, loans / code switching, and semantic approaches. Also circumlocutions and calques should be noticed, because of the high number of occurrences found. The strategies were analyzed according the total number, the number of produced words, to the evolution by degree, depending on the type of task and school provenance. The results show how the compensatory strategies decrease over time, that is, according to the grade studied. Likewise, the direct relationship between more competency and fewer strategies is clear.

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