El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales
This article is expected to be of special interest not only to linguists and language philosophers, but also to educators of different levels. The issues of how we learn to speak and how the reading system is represented are fundamental for those who are dedicated to language teaching, but such issu...
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Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo
2019
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/3766 |
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I11-R94article-37662021-11-11T15:40:29Z Language Development and the Representation of the System of Reading in Relational Terms El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales Gil, José María Aprendizaje Lenguaje Lectura Redes relacionales Cerebro Learning Language Reading Relational Networks Brain This article is expected to be of special interest not only to linguists and language philosophers, but also to educators of different levels. The issues of how we learn to speak and how the reading system is represented are fundamental for those who are dedicated to language teaching, but such issues are not always explicitly characterized. The general objective of this work is to show that relational linguistics offers an explanation that is consistent with the neurological evidence of how we human beings learn to speak and, in relation to this very complex phenomenon, an explanation of how the reading system is represented in neurocognitive terms. Thanks to the relational approach, represented mainly by the work of neurolinguist Sydney Lamb, it can be understood that the development of language is not built on the basis of an innate grammar but from a proto-language, that is, a two-level system in which meanings connect directly with the means of expression, such as sounds and gestures. By the second year of life, proto-language gradually evolves towards a three-level system in which the meanings are connected to the phonological nodes by means of the lexico-grammatical nodes. On the other hand, the relational perspective also allows us to understand that the internal reading circuit is configured around the internal speech circuit. Se espera que este artículo resulte de especial interés no solo a los lingüistas y a los filósofos del lenguaje, sino también a los educadores de los diferentes niveles. Los temas de cómo aprendemos a hablar y de cómo se representa el sistema de la lectura son fundamentales para quienes se dedican a la enseñanza de la lengua, pero no siempre tienen una caracterización explícita. El objetivo general de este trabajo es mostrar que la lingüística relacional ofrece una explicación consistente con la evidencia neurológica de cómo los seres humanos aprendemos a hablar y, en relación con este complejísimo fenómeno, también explica cómo se organiza el sistema de la lectoescritura en términos neurocognitivos. Gracias al enfoque relacional, representado principalmente por la obra del neurolingüista Sydney Lamb, puede entenderse que el desarrollo del lenguaje no se erige sobre una gramática innata, sino a partir de un proto-lenguaje, esto es, un sistema de dos niveles en el que los significados se conectan de forma directa con los medios de expresión, como sonidos y gestos. Para el segundo año de vida, el proto-lenguaje evoluciona gradualmente hacia un sistema de tres grandes niveles en el que los significados se conectan a los nodos fonológicos por intermedio de los nodos de las léxico-gramática. Por otra parte, la perspectiva relacional también permite entender que el circuito de la lectoescritura interna se configura en torno al circuito del habla interna. Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo 2019-12-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/3766 Anales de Lingüística; Núm. 3 (2019); 13-47 2684-0669 0325-3597 spa https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/3766/2693 |
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Anales de Lingüística |
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| language |
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| format |
Online |
| author |
Gil, José María |
| spellingShingle |
Gil, José María El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales Aprendizaje Lenguaje Lectura Redes relacionales Cerebro Learning Language Reading Relational Networks Brain |
| author_facet |
Gil, José María |
| author_sort |
Gil, José María |
| title |
El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales |
| title_short |
El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales |
| title_full |
El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales |
| title_fullStr |
El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales |
| title_full_unstemmed |
El desarrollo lingüístico y la representación del sistemade la lectura en términos relacionales |
| title_sort |
language development and the representation of the system of reading in relational terms |
| description |
This article is expected to be of special interest not only to linguists and language philosophers, but also to educators of different levels. The issues of how we learn to speak and how the reading system is represented are fundamental for those who are dedicated to language teaching, but such issues are not always explicitly characterized. The general objective of this work is to show that relational linguistics offers an explanation that is consistent with the neurological evidence of how we human beings learn to speak and, in relation to this very complex phenomenon, an explanation of how the reading system is represented in neurocognitive terms. Thanks to the relational approach, represented mainly by the work of neurolinguist Sydney Lamb, it can be understood that the development of language is not built on the basis of an innate grammar but from a proto-language, that is, a two-level system in which meanings connect directly with the means of expression, such as sounds and gestures. By the second year of life, proto-language gradually evolves towards a three-level system in which the meanings are connected to the phonological nodes by means of the lexico-grammatical nodes. On the other hand, the relational perspective also allows us to understand that the internal reading circuit is configured around the internal speech circuit. |
| publisher |
Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo |
| publishDate |
2019 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/3766 |
| topic |
Aprendizaje Lenguaje Lectura Redes relacionales Cerebro Learning Language Reading Relational Networks Brain |
| topic_facet |
Aprendizaje Lenguaje Lectura Redes relacionales Cerebro Learning Language Reading Relational Networks Brain |
| work_keys_str_mv |
AT giljosemaria languagedevelopmentandtherepresentationofthesystemofreadinginrelationalterms AT giljosemaria eldesarrollolinguisticoylarepresentaciondelsistemadelalecturaenterminosrelacionales |
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