Critical reading competence in digital environments: a holistic vision for L2 / LE

Abstract

The new reading and writing processes should encourage the construction of a critical thinking in line with the needs of social learning that the 21st century demands. The University must take up the challenge of improving literacy competence with new and significant literacy processes, integrating cognitive, constructivist and connective approaches for a transferable competency learning to contexts of real academic and professional use. This study reflects how to enable a process of conscious linguistic learning through critical competence applied to the reception and production of discursive texts. The theoretical framework includes interdisciplinary approaches to the Didactics of Language and Literature (DDL) and LIJ, Applied Linguistics to Target Language, Discourse Analysis, Intercultural Pragmatics and New Digital Literacies. The study joins a proposal experienced in the university curriculum, specifically Spanish Foreign Language (ELE), which proposes the sequencing of cognitive strategies that enable conscious reflection of the language and the analysis of texts with real samples, which allow to develop practices real and effective discourse within a model of Critical Intercultural Communicative Competence.

Keywords

• literacidad digital
• lingüística aplicada
• aprendizaje cognitivo-discursivo
• lm
• lij