El español y el wayuunaiki ¿Lengua materna, segunda o extranjera? Sentidos generacionales en estudiantes indígenas wayuu / Spanish and Wayuunaiki, mother tongue, second or foreign language? Generational senses in indigenous wayuu students / Espanhol e Wayuunaiki: Língua materna, segunda língua ou língua estrangeira? Os sentidos geracionais entre os estudantes indígenas Wayuu

RESUMEN El presente estudio tiene como objetivo analizar las representaciones de lengua materna, segunda o extranjera del español y el wayuunaiki en el discurso de indígenas wayuu que estudiaron en el área Metropolitana de Bucaramanga, Colombia, entre el 2011 yel 2020. Como instrumentos para la recolección de datos se aplicaron entrevistas en profundidad; estas fueron transcritas para posteriormente ser analizadas desde el enfoque semiótico del discurso y la teoria de normatividad de las sanciones. Los resultados concluyen que los estudiantes indígenas wayuu otorgan diferentes sentidos al español y al wayuunaiki; que sus representaciones de lengua se transforman generacionalmente según sus experiencias sociales, históricas y multiculturales. Así pues, para los estudiantes wayuu el español se configura como una lengua materna; para sus padres es una segunda lengua y para sus abuelos es lengua extranjera. Además, existen integrantes que conciben el español no como lengua, sino como dialecto. Lo anterior, incita a pensar si pedagógicamente y didácticamente es acorde implementar modelos de ensenanza-aprendizaje estandarizados. También, invita a cuestionarse si los procesos etnoeducativos responden adecuadamente a las necesidades e intereses reales de la población indígena estudiantil.

ABSTRACT The objective of this study is to analyze the mother tongue, second or foreign language representations of Spanish and Wayuunaiki in the discourse of Wayuu indigenous people who studied in the Metropolitan area of Bucaramanga, Colombia, between 2011 and 2020. As instruments for the collection of data, in-depth interviews were applied; these were transcribed to later be analyzed from the semiotic approach of discourse and the theory of normativity of sanctions. The results conclude that Wayuu indigenous students give different meanings to Spanish and Wayuunaiki; that their representations of language are transformed generationally according to their social, historical and multicultural experiences. Thus, for Wayuu students, Spanish is configured as a mother tongue; for their parents it is a second language and for their grandparents it is a foreign language. In addition, there are members who conceive Spanish not as a language, but as a dialect. The foregoing prompts us to think whether, pedagogically and didactically, it is appropriate to implement standardized teaching-learning models. Also, it invites to question if the ethno-educational processes adequately respond to the real needs and interests of the indigenous student population.

RESUMO O objetivo deste estudo é analisar as representações de língua materna, segunda ou língua estrangeira do espanhol e wayuunaiki no discurso dos indígenas wayuu que estudaram na região metropolitana de Bucaramanga, Colômbia, entre 2011 e 2020. Como instrumentos para a coleta de dados, foram aplicadas entrevistas em profundidade; Estas foram transcritas para posteriormente serem analisadas a partir da abordagem semiótica do discurso e da teoria da normatividade das sanções. Os resultados concluem que os estudantes indígenas Wayuu atribuem significados diferentes ao espanhol e ao Wayuunaiki; que suas representações da linguagem sejam transformadas geracionalmente de acordo com suas experiências sociais, históricas e multiculturais. Assim, para os alunos Wayuu, o espanhol configura-se como língua materna; para os pais é uma segunda língua e para os avós é uma língua estrangeira. Além disso, há membros que concebem o espanhol não como língua, mas como dialeto. O exposto nos leva a pensar se, pedagógica e didaticamente, é adequado implementar modelos padronizados de ensino-aprendizagem. Além disso, convida a questionar se os processos etnoeducativos respondem adequadamente às reais necessidades e interesses da população estudantil indígena.

Fazer análise em língua estrangeira? / Psychoanalysis in a foreign language? / ¿Psicoanálisis en lengua extranjera? / L'analyse en langue étrangère ?

Este artigo discute a questão da língua escolhida para fazer análise. O trabalho parte dos entraves no trabalho psicanalítico na língua materna de um analisando para pensar clínica e teoricamente a escolha de uma língua estrangeira como potente para expressar e se aprofundar na vida emocional dos sujeitos. O objetivo é problematizar os casos de pessoas polilíngues, bilíngues e as que só falam a língua materna, pensando a língua como um meio de manifestação da vida psíquica em psicanálise. Por meio de casos clínicos discutimos o uso da língua materna e de uma língua estrangeira para fazer análise, os mal-entendidos vinculares em casais interculturais e entre os migrantes no processo de elaboração do luto pela terra abandonada e a insegurança quanto à nova língua a ser aprendida no país de acolhimento.

This article discusses the language chosen for analysis. Beginning from the obstacles in psychoanalysis in the mother tongue of an analysand, analizing clinically and theoretically, the choice of a foreign language as a powerful way to express and deepen the peoples' emotional life. The objective of this paper is to examine cases of polylingual, bilingual and those who only speak their mother tongue, in which language is used as a means of expression of psychic life in psychoanalysis. Clinical cases are used to discuss subjects as: the usage of the mother tongue and a foreign language for analysis, the misunderstandings in intercultural couples, and migrants in the process of mourning the abandoned country as well as coping with the insecurities that arise from the need of learning a new language in the host country.

Este artículo discute el tema del idioma elegido para el análisis. El trabajo parte de los obstáculos en el trabajo psicoanalítico en la lengua materna de un analizando, para pensar clínica y teóricamente, la elección de una lengua extranjera como una forma poderosa de expresar y profundizar sobre la vida emocional de los sujetos. El objetivo es problematizar los casos de personas polilingües, bilingües y aquellos que solo hablan su lengua materna, pensando en el idioma como un medio de manifestación de la vida psíquica en psicoanálisis. A través de casos clínicos se discute el uso de la lengua materna y la lengua extranjera para el análisis, los malentendidos entre parejas interculturales y los migrantes en proceso de duelo por la tierra abandonada y la inseguridad sobre la nueva lengua a aprender en el país de acogida.

Cet article aborde la question du langage choisi pour l'analyse. Cet ouvrage part des obstacles dans le travail psychanalytique dans la langue maternelle d'un analysant à penser cliniquement et théoriquement, le choix d'une langue étrangère comme moyen puissant d'exprimer et d'approfondir la vie émotionnelle des sujets. L'objectif est de problématiser les cas des polylingues, des bilingues et de ceux qui ne parlent que leur langue maternelle, en pensant le langage comme moyen de manifestation de la vie psychique en psychanalyse. À travers des cas cliniques, nous discutons de l'utilisation de la langue maternelle et d'une langue étrangère pour l'analyse, des incompréhensions entre couples interculturels et migrants en train de faire le deuil de la terre abandonnée et de l'insécurité face à la nouvelle langue à apprendre dans le pays d'accueil.

Provas do intraduzível de uma língua para outra / Evidence of the untranslatable from one language to another

A prova do intraduzível diz respeito ao encontro da falta de dizer tudo, encontro que faz de cada pessoa um estranho na própria terra de seus enunciados. Esse intraduzível está ligado à condição de ser falante e a algo estruturador para o sujeito na sua articulação com o vínculo social. Assim, ele pode abrir o caminho da criatividade, mas pode também exercer certa violência quando não é reconhecido como portador de alteridade. Como se manifesta essa relação com o intraduzível num contexto de globalização dominado pela novilíngua e onde a fronteira das línguas se tornou um desafio político iminentemente crítico? E qual é a situação dos sujeitos que estão sofrendo na sua chamada língua materna a tal ponto de se verem obrigados a mudar de língua? O intraduzível é questionado por meio das lesões e do totalitarismo da língua. Ele também será levado em consideração em seus efeitos de fala e de inventividade através da transferência.

The "untranslatable" from one language to another. The question of the 'untranslatable' concerns the encounter with our impossibility of 'saying everything'; an encounter which makes us all foreigners in our own language. The untranslatable is linked to the condition of the speaking being, to something that functions as a structure for the subject in his relationship to the social bond. Such an encounter can therefore engender creativity, however, if it is not recognized as a vehicle of otherness it can have violent effects on the subject. What happens to our relationship with the untranslatable in today's globalized world, dominated by Orwellian newspeak, where the borders between different languages have become a hot political issue? What happens to subjects who suffer in their so-called mother tongue to such an extent that they are forced to change their language? This text explores the question of the untranslatable through the prism of linguistic wounds and totalitarianism. We will also look at the effects of speech and invention on transference.

Estrategia metodológica para mejorar la ortografía en estudiantes de tecnología de la salud / Methodological strategy to improve spelling in health technology students

Introducción: el dominio de la Lengua materna y el desarrollo de una de sus habilidades, escribir sin errores ortográficos, se ha convertido en uno de los objetivos supremos de la educación médica cubana. Objetivo: elaborar una estrategia metodológica para el tratamiento ortográfico del vocabulario básico de las asignaturas de tercer año en Nutrición y Dietética. Métodos: se realizó un estudio diagnóstico en la Facultad de Tecnología de la Salud de Holguín (curso 2010-2011) en 33 estudiantes de tercer año de Nutrición y Dietética, de ambos sexos, comprendidos entre los 21 y 30 años de edad, y en 5 profesores de las diferentes asignaturas de la carrera, acerca del dominio de la ortografía del vocabulario básico empleado en ellas. Resultados: se detectaron varias insuficiencias: solo 2 estudiantes se ubicaron en la categoría de MB, 6 en la de B, 15 en la de R y 10 en la categoría de M. En cuanto a los profesores, 3 consideraron el estado actual del desarrollo del componente ortográfico como M y 2 lo evaluaron de R. Se propuso como solución al problema detectado una estrategia metodológica. Conclusiones: existen deficiencias en el dominio del componente ortográfico del vocabulario básico de las asignaturas; luego de aplicada la estrategia demostró que contribuye a su mejoramiento, lo que corroboró la hipótesis de esta investigación.

Introduction: the command of the mother tongue and the improvement of one of its skills, writing without spelling mistakes, has become one of the supreme goals of Cuban medical education. Objective: to develop a methodological strategy for promoting the correct spelling of the basic vocabulary of third-year Nutrition and Dietetics subjects. Methods: a diagnostic study was conducted at the Health Technology Faculty of Holguin (academic year 2010-2011) with 33 third-year Nutrition and Dietetics students, of both sexes, aged 21 to 30 years, and 5 teachers of different subjects in the course, on the command of the spelling of the basic vocabulary used in them. Results: several shortcomings were identified: only 2 students were ranked in the Very Good category, 6 were in the Good category, 15 were Fair and 10 were in the Poor category. With regard to teachers, 3 of them believed that the current status of spelling was Poor and 2 of them considered it as Fair. As a solution to the identified problem, a methodological strategy was proposed. Conclusions: there are deficiencies in the spelling of the basic vocabulary of the subjects. After implementing the strategy, it was found that it contributes to improve spelling, which corroborated the hypothesis of this research.

A Study of“Chinese Culture Aphasia”in Present College English Teaching in China / 浙江中医药大学学报

[Objective] Via an empirical survey, this study is aimed to explore the imparting and mastering of Chinese cultural knowledge in China ’s present col ege English teaching, so as to offer some effective strategies for dealing with“Chinese culture aphasia”in current col ege English teaching in China. [Methods] Resorting to the research methodology of tests, questionnaires and interviews, it carries out an investigation of a number of col ege students and English teachers in Zhejiang Province into their mastering of Chinese cultural knowledge and its conveying in English as wel as the curriculum design of their col eges or departments. The relevant data derived from the research are analyzed qualitatively and quantitatively. [Results] The subjects al demonstrate the phenomenon of“Chinese culture aphasia”concerning both its comprehension and its English translation to varying degrees. Besides, cross-cultural commu-nication is twofold, so it is indispensible for learners to study simultaneously their native culture,which is a solid cornerstone and the crucial foundation for foreign language learning, but has been seriously deficient in col eges’curriculum design and students’textbooks; integrating Chinese as one of the com-pulsory courses and establishing corresponding examining and evaluating systems incorporating formative assessment and summative assessment, are sure to cope with“Chinese culture aphasia”in present col ege English teaching in China effectively. [Conclusion] The research and solution above are expected to shed light on teaching syl abus formulations and curriculum designs, enhance students ’humanistic quality and their communication capabilities in reality, and consequently popularize the excellent Chinese culture.

A psicanálise e o professor que amarelou / Psychoanalysis and the teacher who has chickened out / El psicoanálisis y el profesor que se acobardó

Frente à mercantilização da educação, experimentamos uma epidemia cujo sintoma é a perda de coragem dos professores. Essa se origina na dificuldade de suportar a angústia gerada pela distância entre o aluno empírico e o do passado mítico, que se interessava espontaneamente pelo conhecimento articulado. Seu resultado é a impossibilidade, por parte das novas gerações, de criar com ele uma relação que transcenda o mero uso pragmático. Ao privilegiar o real, a segunda clínica de Lacan permite fundar saídas não moralistas para este impasse e compreender que, além das que já estão prontas na cultura, soluções singulares e criativas são necessárias.

Given the education's commodification, we are in train to experience an epidemic which symptom is the teacher's loss of courage. It begins withthe difficulty to bare the anguish generated by the distance between the empiric student and the one from the mythic past, who was spontaneously interested by articulated knowledge. Its result is the impossibility, by the new generations, to create a relationship with knowledge that goes far beyond its pragmatic use. As it gives privilege to real, Lacan's second clinic allows the foundation of non-moralistic solutions to this impasse. Also, it allows us to understand that, besides the solutions that are ready in our culture, singular and creative solutions are necessary.

Frente a la comercialización de la educación, experimentamos una epidemia cuyo síntoma es la pérdida del coraje de los profesores. Esto se origina en la dificultad para soportar la angustia que se genera por la distancia entre el alumno empírico y aquel del pasado mítico, que se interesaba espontáneamente por el conocimiento articulado. El resultado es la imposibilidad, por parte de las nuevas generaciones, de crear con el conocimiento una relación que trasciende su mero uso pragmático. Al privilegiar el real, la segunda clínica de Lacan permite encontrar salidas no moralistas a este conflicto y comprender que, más allá de las que están listas en la cultura, se necesitan soluciones singulares y creativas.

Cultural barriers and assessment of dementia: a case report

Background: There are a number of reasons for the discrepancy that exists when people are assessed using standardcognitive assessment tools for cognitive impairment and their actual presentation.Case description: The authors describe the case of Mrs P who is a 72 years old lady of Polish descent but has lived inthe United Kingdom (UK) for most part of her life. Mrs. P was removed from her job where she used to work as acashier as she would miscalculate the money. She scored 3/30 on Mini Mental State Examination (MMSE), which wasremarkably low probably due to language and cultural issues. According to the family she did not face any challengesand problems due to her language, as she was able to speak good English though she would revert to Polish languagein between.Discussion: British Minority Ethnic groups respond poorly on MMSE due to language issues. There is a need forculturally appropriate assessment tools to assess people with dementia who belong to different ethnic background.There is a need for training professionals in understanding the language and cultural issues of BME groups.Conclusion: Cultural sensitivities of dementia patients need to be understood and respected.

Utilización del idioma nativo en las clases de lenguas extranjeras / Use of the mother tongue in the foreign language teaching

Los autores del presente trabajo revisan algunos hechos y ofrecen opiniones y experiencias de connotados especialistas, además de las propias, basadas en muchos años dedicados a la docencia del idioma inglés como lengua extranjera, con el objetivo de dar respuestas que pudieran ser concluyentes a las siguientes preguntas, siempre presentes en este tipo de enseñanza: ¿Cuál es el papel de la lengua materna en la enseñanza del inglés como lengua extranjera?, ¿cómo se puede utilizarse la lengua materna de forma productiva?, ¿necesitan los principiantes realmente la lengua materna en sus clases de idioma inglés? Se analizan algunas experiencias útiles derivadas de la utilización de la lengua materna como técnica pedagógica encaminada a la mejor comprensión del idioma extranjero por sus estudiantes

The authors of this paper reviewed some facts and offered some opinions and experience of outstanding experts, in addition to their own pieces of experience after a number of years devoted to teaching English as a second language, in order to give answers that might be conclusive for very usual questions in this type of education: What is the role of the mother tongue in English teaching as a second language? How could the mother tongue be used in a productive way? Do the beginners really need the mother tongue in their English classes? Some useful experience in using the mother tongue as a pedagogic technique for better understanding of the foreign language by the students was analyzed

Sueño: discurso y escritura / Dreams: discourse and writing

En 1932, los restos de las primeras experiencias sexuales del niño están conectados con marcas dolorosas de angustia, prohibición, desengaño, castigo. Dolor y displacer han dejado de ser advertencias para volverse, ellos mismos, metas. Con Más allá surge un Icc no-todo reprimido y se cierra la brecha entre los restos ópticos y auditivos de entonces. Vía sueño se produce la activación de los restos de lo-visto y de lo-oído, del tesoro de palabras de la lengua-materna, es decir, de la "herencia", que sólo se inscribe, en momentos privilegiados de un análisis, porque se adquiere contingentemente: una marca que ya no es para todos.

In 1932, the aftermath of a child's first sexual experiences leaves painful scars of angst, repression, deception and guilt. Pain and displeasure had ceased to be warnings to become goals in themselves. With "Beyond the Pleasure Principle" a not-so-repressed unconscious mind emerges and closes the gap between the audiovisual memories from beforehand. Through dreams it is possible to activate these audiovisual memories, the treasure of the mother tongue, or "heritage", which is only registered in privileged moments in analysis, because it is acquired contingently: a mark that is not meant for all.

El uso de la lengua materna en la enseñanza de idiomas extranjeros / Use of native language in teaching of foreign idioms

Se plantearon opiniones y argumentos de distintos autores reconocidos en la esfera de la enseñanza de idiomas en relación con el uso de la lengua materna en esta actividad, fundamentalmente en la enseñanza del inglés. Se expusieron los criterios y experiencias de los autores en este campo al igual que se dieron sugerencias para el uso de la lengua materna en el contexto de la enseñanza del inglés como lengua extranjera en las universidades médicas cubanas.

Criteria and reasoning of different outstanding authors in the sphere of language teaching regarding the use of mother tongue in this activity, mainly in English teaching, were presented. Author's criteria and experiences were exposed in this field as well as suggestions for the use of mother tongue in the context of the teaching of English as a foreign language in Cuban medical universities.

A study of cross -lingual strategy in English teaching / 中华医学教育探索杂志

Cross-lingual strategy is a teaching methodology in which the mother tongue is employed as a reference or comparison.Based on the English teaching practices in China,this article explores the importance and significance of cross-lingual strategy in English classroom teaching from the perspectives of second language acquisition theory,contrastive linguistics and psychological linguistics.