Congresos y Jornadas Didáctica de las lenguas y las literaturas. | Page 776

se comprobó que hubo mayor creatividad producto del intercambio; a la vez,
hubo una mayor elaboración del texto autoimpuesta por ellos, lo que favorece el
escaso uso de la opción “copy paste”. Si bien surgen tímidos liderazgos, todo el
grupo colabora. Ejemplo: “I already published what I thought was an adequate
introduction, I also made the second paragraph, let me know what you think “.
Respecto al llamado de atención sobre el incumplimiento de la fecha límite, se
registraron los siguientes comentarios: “You're right, I'm so sorry for the delay.
I've had some complicated days. I'll be working on it today!”. Al inicio hubo un
intercambio muy fluido y abierto sobre la selección de las series: “i don't know
much about UK series either, but i know that they are more serious, more sinis-
ter and have more dry humor than American ones, what do u think about doing
Sherlock and Elementary? We could show contrast btw these two. they are both
based on the Arthur C. Doyle story and set in the modern times...”. Se fue obser-
vando la rápida integración de modos lingüísticos propios del trabajo online
( “i”, “u”). El Leader del grupo respetó todas las pautas establecidas y confirió
ánimo y buena predisposición: “Hi everybody! According to the project schedule
the series-selecting part should have been finished by now. Are you having any
trouble in using the platform? Anything I can assist you with? Let's have fun
working in the project!”. Es interesante observar como establecen límites a los
ítems que deben incluir, precisamente el siguiente punto refleja un alto margen
de sensibilidad cultural que es compartido por el grupo: “I think it okay what
you say Lucía, but I don't know if I would talk about racism on the paper. We've
been asked to talk about American and British cultures. It would be a quite
strong assumption to include racism as part of their cultures”. Como ejemplo
de búsqueda de opiniones y consenso con el grupo, el ejemplo a continuación
muestra el paulatino enriquecimiento del trabajo a presentar, incluso hay un
componente humorístico (“haha”): “What I meant by stereotype was stereotype
we, as foreigners, create from what we see: shallow people, competitive, they
care too much about success. And specially, we should point out that this can be
unreal, since TV does care about reflecting real life but they manipulate their
character mostly from m
" arket laws" (I'm not sure this expression exist in English,
but you get the point haha). At least this is my point of you. What do you think?”
e) Evaluación específica para resultados del trabajo individual de control: es intere-
sante observar que este participante realmente trabaja en forma individual, sin
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