Emoji y expresión escritaposibilidades de aplicación y desarrollo en lenguas materna y extranjera

  1. Milagrosa Parrado Collantes 1
  2. José Luis Estrada Chichón
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Journal:
Educação & Formação

ISSN: 2448-3583

Year of publication: 2021

Volume: 6

Issue: 1

Pages: 14

Type: Article

DOI: 10.25053/REDUFOR.V6I1.3528 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Educação & Formação

Abstract

This work explores the possibilities of applying emoji as visual elements of a conceptual nature to the development of writing in academic contexts for both first and foreign languages. The results are focused on the analysis of 620 emoji embedded in comments made by students (N=18) of the Degree in Primary Education (2019-20) of the University of Cádiz, Spain, in Spanish and English, respectively, on eight pictures uploaded to the Instagram social network. These emoji are classified in eight categories according to Emojipedia, exhibiting similar behaviour in both languages concerning three main focuses of analysis: distribution, uses and utterances (DANESI, 2016). The study ends by justifying the manifestly conceptual value of emoji, with a look at their didactic applications to the teaching of first and foreign languages and to the development of writing skills in Primary Education, for example, as elements which enhance the meaning of the text.

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Data source: Dialnet