Awakening to Languages en Contextos Educativos

Una Revisión de Literatura

Autores/as

  • Sara Tavares-Santos Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal https://orcid.org/0000-0001-9288-1236
  • Ana Raquel Simões Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal https://orcid.org/0000-0003-0580-0560
  • Susana Pinto Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal https://orcid.org/0000-0001-7441-4140

DOI:

https://doi.org/10.25749/sis.42108

Palabras clave:

awakening to languages, enfoque didáctico plural, language awareness, contextos educativos, revisión de literatura

Resumen

En el ámbito de la educación plurilingüe e intercultural, el enfoque Awakening to Languages (AtL) ha sido destacado en la enseñanza de lenguas por su potencial para desarrollar conocimientos, actitudes y habilidades relacionadas con la diversidad lingüística y cultural. Así, se realizó una revisión de la literatura con tres objetivos: i) comprender cómo se ha (re)construido este enfoque a lo largo del tiempo; ii) identificar los autores más citados en los artículos; y iii) recopilar propuestas de actividades didácticas acordes con el enfoque AtL. La investigación se llevó a cabo en cuatro bases de datos —Scopus, ERIC, Taylor & Francis y Web of Science—, conformando un corpus de 14 artículos sometidos a un análisis cualitativo categorial. Los resultados indican que el enfoque se considera una forma de reconstruir el conocimiento sobre las lenguas y que, aunque se presentan actividades, es necesario invertir en estrategias que permitan su replicación en contextos educativos diversos.

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Biografía del autor/a

Sara Tavares-Santos, Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal

Teacher of English and Spanish with teaching experience in both formal and informal learning environments. She is a researcher at the Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF) and a member of the Laboratory of Education in Languages (LabELing). Her research interests focus on images of languages and the Other, awakening to languages, and linguistic landscapes.

Ana Raquel Simões, Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal

Associate Professor in Language Didactics at the Department of Education and Psychology of the University of Aveiro (UA). She is the coordinator of the Research Centre Didactics and Technology in the Education of Trainers at the UA (CIDTFF). Her research focuses on language education, interculturalism and plurilingualism, digital citizenship and teacher education.

Susana Pinto, Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Portugal

Assistant Professor in Language Didactics at the Department of Education and Psychology of the University of Aveiro (UA). She is an integrated researcher at the Research Centre Didactics and Technology in the Education of Trainers at the UA (CIDTFF). Her research focuses on language education (policies), teacher education, intercultural doctoral supervision and research across languages and cultures. She is the coordinator of the Laboratory of Education in Languages (LabELing).

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Publicado

2026-06-30

Número

Vol. 14 Núm. 2 (2026): Competencias Digitales Docentes en la Era de la Inteligencia Artificial: Reconfiguraciones de la Práctica Pedagógica

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