Resumo

CISNEROS-ESTUPINAN, Mireya. La desfragmentación: un reto en la didáctica del uso académico de la lengua. Enunciación [online]. 2020, vol.25, n.2, pp.310-321. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.16815.

The training of teachers of mother tongue and professional practice, around the teaching of mother tongue for academic purposes, faces several difficulties among which, in this work, the fragmentation of both knowledge and teaching processes stands out. Hence, advocates for defragmentation that allows integration and interdisciplinary dialogue between linguists and educators. First, we take a look at how academic activities are developed, then, we reflect on the phenomenon of theoretical-linguistic knowledge fragmentation, fragmentation from educational and curricular policies, fragmentation between theory and practice, didactic fragmentation, and the need to defragment the teaching of the mother tongue for academic purposes is highlighted. In conclusion, attention is drawn to the fact that defragmentation leads to more efficient processes to address the complexity involved in the search for relationships, integrations and functionalities of both disciplinary knowledge and teaching processes in socio-educational and socio-communicative contexts.

Palavras-chave : didactics; linguistics; mother tongue; defragmentation; academic use of the language.

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