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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 38:1 (2025) ► pp.1–25

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Delimitación, visualización y metalenguaje

Hacia un diseño curricular de las emociones guiado por principios del DUA

ORCiD logo with link | The University of Sydney

Article language: Spanish

Published online: 19 April 2024
DOI logo with link
https://doi.org/10.1075/resla.23012.car
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.
Abstract
Delimitation, visualization and metalanguage: Towards a curricular design of emotions guided by UDL principles
This article adopts the theoretical framework of Universal Design for Learning (UDL) as a qualitative approach to examine the accessibility of the teaching of emotions in Spanish as a foreign language (ELE) textbooks. Specifically, the three guidelines of the UDL principle of representation are systematically applied in the analysis of didactic units about emotions of 16 level B1 ELE textbooks. The analysis critically addresses the limitations present in these materials with a focus on three key factors in the representation of emotions: their delimitation, their visualization and their metalanguage. The review of materials is structured around the three guidelines of the principle of representation and reveals connections between the curricular deficiencies identified by previous studies and the contributions of the principle of representation. The conclusions of the study contribute to the growing body of research on UDL in learning environments with varying degrees of language proficiency.
Article outline
  • 1.Introducción
  • 2.Carencias en la enseñanza de emociones en ELE
    • 2.1Delimitación
    • 2.2Visualización
    • 2.3Metalenguaje
  • 3.El Diseño Universal para el Aprendizaje (DUA)
    • 3.1El DUA como motor de la inclusión educativa
    • 3.2Principios del DUA
  • 4.Metodología
    • 4.1Selección de manuales y unidades didácticas
    • 4.2Herramienta de análisis
      • Principio II: Proporcionar múltiples formas de representación
  • 5.Análisis
    • 5.1Opciones para percibir las emociones
    • 5.2Opciones para el lenguaje y los símbolos
    • 5.3Opciones para la comprensión
  • 6.Conclusiones
  • Notas
  • Referencias
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